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UNITED STATES OP AMERICA. 



HISO^ORY 



BY 



THE TOPICAL METHOD. 



A HAND-BOOK, 






BY 



JOHN W. WOODY, A. M., LL. B., 

Professor of History and Political Science in Guilford College. 




MAY2818B9 

GREENSBORO : 
Thomas Brothers, Book and Job Printers. 

1889. 



Copyright, 1889, 
By JOHN W. WOODY. 






PREFACE 



This series of topics and classifications has been arranged 
with reference to the natural method of historical study. They 
were originally prepared for the use of classes in Guilford 
College. Satisfactory results from their use in this institution 
have encouraged the author in the hope that they may prove 
helpful to teachers and students in other schools and also to 
private students of history. The publication of the work has 
not been suggested by any feeling that there is need of other 
text books on the subject of history, but rather by a desire to 
assist the student in finding his way among the rich and well- 
designed volumes already published. The principles that have 
governed in the selection and division of subjects are set forth 
in the following introductory chapters : 



Nothing in the past is dead to the man who woidd learn how 
the present came to he what it is. — stubbs. 



INTRODUCTlOiN. 



CHAPTER I. 



Definition, The Value of Historical Study, Relations of 
History to Geography. 



The term history does not mean simply an accumulation of 
facts and dates arranged in a chronological order. Every 
event in history is the effect of a cause or of causes. King 
John of England signed the Magna Charta. This was an 
event; the growing power of the united barons being the cause. 
The Civil War in our country was an event ; slavery was a 
cause. The rapid settlement of California was an event ; the 
gold found in her sand was a cause. 

There are certain influences or principles to which the mo- 
tives, impulses, and doings of man may be traced. Out of 
the period of barbarism that followed the overthrow of the 
Roman Empire in the West sprang the feudal system. An 
explanation of this is found in the spirit of individualism so 
marked in the invading Teuton, who settled in Southwestern 
Europe. The religious persecutions of Massachusetts were 
but a natural product of the idea of the connection between 
Church and State brought over by the founders of the Mas- 
sachusetts Bay Colony. The colonists of Pennsylvania lived 
in friendly relations with the savage Indians, a result of the 
principles of peace taught by the founder of the Quaker 
colony. 



6 The Topical Method. 

The study of history, then implies the study of these events 
and these causes in their relations to one another and to these 
influences and principles as first or indirect causes. History 
thus defined may justly claim a prominent place in the cur- 
riculum of study. 

While history has its value with other branches of study 
as a means of general culture, it also has specific value of a 
practical character. 

First. It has value as a collateral aid to the study of other sub- 
jects. The understanding of a subjectis very much improved 
by a knowledge of its history (and there are few subjects of 
study but have more or less of a history). 

By the study of English grammar we may learn much 
about the correct use and meaning of our language ; but to 
thoroughly understand its nature, etymology, and structure 
one must know its history. Give the student of natural 
philosophy access to a steam-engine ; let him examine it in 
whole and by parts ; and let him watch and study its move- 
ments. In this way he may obtain a general idea of its parts 
and structure. Now let him study the history of the discov- 
eries and inventions by which part after part was added to 
Newcomen's rude contrivance, making the complete engine 
of to-day, and his comprehension and appreciation of it are 
very much improved. In studying a system of national gov- 
ernment, the student finds material aid in the history of the 
different elements and principles as they came together and 
adjusted themselves into a system of organic law. Through 
the study of the sacred text (which is largely historical) one 
may obtain a fair knowledge of the principles of Christianity ; 
but if he would know the civilizing influence of these vital 
principles upon man in his social and national institutions, 
he must study the history of civilization in those nations 
where Christianity has been accepted. Thus it is with the 
sciences of astronomy, chemistry, sociology, and most sub- 
jects of study. They are better understood when their his- 
tory is known. 



Introduction. 



Second. History furnishes a great store of valuable experience. 
It is said that each generation starts off of the shoulders of 
the one that precedes it. This is no less true in point of ex- 
perience than in other respects. The counsels of the aged 
are held in regard because of the experience upon which they 
are based. To the careful student history brings in its coun- 
sels the accumulated experiences of ages. Take away this 
experience (or neglect to have a knowledge of it) and society 
is adrift upon a sea without a chart. Man would thus be left 
mainly to the momentary impressions made upon him by ex- 
ternal objects — left to repeat the mistakes of the past, and be 
controlled by wrong notions of society and untried systems 
of government. All wise action is more or less influenced by 
the lessons of history. 

Third. The study of history has an influence upon character. 
One has said, " To find moral truth we must study man in 
action." Study the history of a nation, mark its different 
stages of civilization, note the different agencies in their in- 
fluences upon the ideas and customs of society and institu- 
tions of government, and it is a very unthinking student who 
will not gather some valuable lessons and have a better ap- 
preciation ot the moral forces as agencies of freedom and 
humanity. Study the comparative stabilities of nations exist- 
ing under different states of morals, ideas of religion, and 
standards of intelligence. Compare France, at the execution 
of Louis XVI, with England at the beheading of Charles I, 
and one cannot fail to see the force of sound moral discipline, 
the influence of intelligent notions of Christianity, coupled 
with a spirit of obedience to law. 

The department of history most fruitful in its influences 
upon character is biography. Here the student is brought 
more into the association of the individuals, where he may 
know something of the impulses and motives of the actor, and 
study to better advantage the elements of true character. 
Studying the lives of the good and great is like living among 
hem. Study the life of George Fox, John Wesley, or John 



The Topical Method. 



Knox. Learn what were their early tendencies, what the na- 
ture of their education and early associations, the kind and 
extent of their labors, the opposition with which they had to 
contend and their success in over coming it, together with their 
leading motives, characteristics, and the secret of their power; 
and the student will not only acquire better notions of the 
elements of strength and success, but he will learn to value 
the character of the man and have desires to imitate it. Let a 
boy read the history of Peter the Great, and to him labor be- 
comes more honorable; the life of John Howard, and the 
work done for the unfortunate becomes more noble ; the politi- 
cal career of William of Orange, Charles Sumner or Richard 
Cobden. and "right becomes might;" the mercantile life of 
A. T. Stewart, and " honesty is the best pohcy ;" the lives of 
the reformers, and Christianity becomes to him the basis of 
true courage. 

Fourth. Prevision. In so far as history is a science we may 
claim for it the common scientific test — prevision. Other 
sciences may have less of the element of uncertainty than 
history, yet there are historical causes, and historical events 
the results of these causes. Looking into the relations of 
these causes and effects, the student discovers certain general, 
though fixed, principles which bear a very close relation to 
them. Not only so, but he may learn the nature and tenden- 
cies of these principles. Aristocracy and democracy are two 
principles adverse in their natures. Who can trace the origin 
and growth of the English House of Commons and not fore- 
see the ultimate triumph of the people's rule ? The historical 
student of the seventeenth century read lessons prophetic, 
as he saw the principles of freedom shaping the sentiments 
of the American colonists. It was a knowledge of these les- 
sons that gave hope and courage to the colonists as they 
struggled with disease, unprincipled agents, savage Indians, 
and finally with the armed forces of Great Britain. It was 
this prevision obtained through a knowledge of history, to- 
gether with a love for freedom, that nerved the arms of Adams, 



Introduction. 



Washington, and Jefiferson. It was these that emboldened 
Patrick Henry to say, " We are not weak." — " There is a just 
God that rules over the destinies of nations." 

Granted that history may claim an important place among 
the branches taught in our schools, two questions remain to 
claim our attention. 1. What parts of history should be 
taught? 2. What shall be the methods of teaching history? 

In our attempts to answer these questions we are met by a 
third question. What are the relations of history and geography, 
and to what extent should these relations be regarded in 
deciding both upon the subject-matter of history to be taught 
and the method of teaching? 

As the mental and moral powers are very largely influenced 
by the physical powers, so the characteristics and industries 
of a people are determined in a large degree by the physical 
features of the country in which they live. Study a good 
physical map of the United States. Notice the mountains, 
plains, lakes, rivers, soil, and the mineral and lumber re- 
sources ; also notice the coast line and variety of climate. 
Now we may understand why American slavery was pe- 
culiarly a Southern institution, why New England was a 
manufacturing country, why our chief railroad lines run east 
and west instead of north and south, why New York, Chicago, 
St. Louis, and New Orleans are great commercial centres. 
Long before the days of Washington and Jefierson the his- 
tory of the nation was in part written in the physical features 
of the continent. The relations of geography and history are 
such that they should be taught in a certain measure conjointly 
— especially is this of advantage in the primary lessons. An 
acquaintance with the geography of a place makes the history 
of the events more interesting and more easily retained in the 
mind of the student. Also a knowledge of the history of a 
section of country adds interest to the study of its geography. 



10 The Topical Method. 



CHAPTER 11. 



The Parts of History to Be Taught. 



Since the answer to this question must be determined in a 
measure by the opportunities and special needs of the pupils, 
what is said here will be said mainly with reference to the 
subject-matter which belongs to the lower-grade work. 

1. The First Lessons in History. 

These first lessons in history should consist of such narra- 
tives of travel, discoveries, and exploration as will be calcu- 
lated to train the imagination and develop a historical taste, 
and at the same time give the pupils a general knowledge of 
some leading characters and events. These narratives need 
not necessarily be taken up in chronological order. Their 
relations and order of connection will be considered further 
on in the study. Yet it is desirable that they constitute parts 
of the first connected history likely to be studied by the class. 

Suppose a class of pupils are familiar with the histor^^ of 
Columbus in his first voyage to the New World, De Soto in 
his explorations through some of the Southern States, John 
Smith in his exploits with the Indians and in his explora- 
tions along the shores of the Chesapeake, the Pilgrim fathers 
in their first years at Plymough Rock, Roger Williams in the 
country of the Narragansetts, William Penn making his treaty 
with the Indians, the early lives of Washington and Franklin, 
with other like interesting subjects. Here we have a basis 
for the more systematic study of the United States histor}^ 

2. The Outline History of ike United States in connection with 
Physical Geography. 

It should be the object at this stage of the course to acquire 
a knowledge of the leading historical events in their connected 
order, in tlieir relations to one another, and in their relations 
to the physical features of the country. 



Introduction. 11 



3. Leading Characters and Events in the World's History, accom- 
panied with some instruction in Geography. 

An objection offered to the study of general history is, that 
pupils are required to pass over subjects in such rapid succes- 
sion that their ideas of them must necessarily be very limited 
and indefinite. The remedy here suggested is that fewer 
subjects be studied — selecting only such as have a definite 
influence upon civilization and hence a definite place in 
organic history. By this method the students acquire reliable 
knowledge of the subjects studied and an increased interest 
in historical studies, while their general ideas of the thread 
of events will be quite as definite as that obtained by the 
ordinary method. 

4. The History of the United States, supplemented with such parts 
of General History as have special connection ivith United States 
History. 

The pupils are now prepared for a systematic and philo- 
sophical study of our colonial and governmental history. 
The history of the United States, and especially the colonial 
history, is so related to the history of soriie of the other 
nations, that a philosophical study of it requires a knowledge 
of some subjects of general history. These subjects may 
have been studied in the course in the World's history, yet it 
will generally be found necessary to review them in connec- 
tion with a thorough study of the United States history. 

To make an intelligent comparison between the Plymouth 
and Jamestown colonies, the student must have a knowledge 
of the English Church and understand its attitude toward the 
Separatists, of which the Pilgrim fathers were a branch. 

To appreciate the struggles of the early settlers of the Caro- 
linas in their opposition to the oppressive rule of unprincipled 
governors and agents appointed over them, one should be 
acquainted with the notions and characteristics of the Scotch 
Presbyterians, the French Huguenots, the Baptists, and the 
Quakers, together with the political followers of Oliver Crom- 



12 The Topical Method. 

well, who came to this territory that they might have homes 
in a free land. To miderstand the spirit of opposition that 
existed between Virginia and New England it is necessary to 
know something of the democratic and aristocratic parties as 
seen in the history of England. The political relations of 
these two parties to the non-partisan and peace-loving Quakers 
in England, made the Quaker Commonwealth in America a 
favorable territory upon which the extending settlements of 
the two adverse parties might meet, and the staid city of 
Philadelphia a possible place where the ideas and sentiments 
of the thirteen colonies might be brought together and ad- 
justed into a national constitution. 

The next subject of history which the American student 
can take up to the best advantage is the history of Eng- 
land. Whatever be the history studied, let the attention be 
given to such parts of it as have a philosophical connection 
with other parts of history. 



CHAPTER III. 



The Method. 

The teacher must be natural in his methods, and each suc- 
cessful teacher is likely to have a method more or less peculiar 
to himself. Yet teaching is a science as well as an art, and 
all methods must be based upon certain general principles. 

1. The Method of Teaching History should be Topical. 

Why should it be topical ? What are some of the advan- 
tages offered by the topical method ? 

(a.) The topical method is the natural method. It is the method 
most in harmony with the faculties and tendencies of the 
human mind. It takes up leading events as centres of thought 
and studies them as they were studied at the time of their 
occurrence — studies them as living scenes. During the Com- 



Introduction. 13 



monwealth of Great Britain Oliver Cromwell was the central 
figure of thought and discussion. Almost every institution 
and enterprise in England felt his influence. The topical 
method would study the Commonwealth through Cromwell 
as the central topic, taking up, as minor and relative topics, 
characters, institutions, and events likely to have been influ- 
enced by his rule. Throughout the history of the United 
States certain leading characters and events have formed the 
central figures of thought and discussion for our people. The 
plan of the topical method is to reproduce these scenes in 
their natural order. 

(b.) It makes prominent the most imjyor'tant events and characters 
of history. By simply studying and reciting the lessons given 
in our text-books, the ideas obtained by the pupils are likely 
to be very indefinite. Their historical knowledge is but little 
more than a conglomeration of dates, personages, and events, 
with very little ideas of classes or relations. No wonder that 
history is a dull study ! 

(c.) By the topical method the efi'orts of the student are 
more concentrated upon the subject instead of being spent on 
the contents of the text. In place of studying the book, 
which is simply a treatise on the subject, the pupils study the 
subject, using books as helps. They are thus led into the habit 
of consulting different authors. They learn to gather infor- 
mation from various sources, and putting this together, to 
form an opinion which is somewhat their own. Under the 
influence of this method, pupils become more independent 
in thought and research, and as a result are led to take more 
interest in historical study. 

2. The Subjects of History should be studied in a Systematic 
Order. 

In this way the pupils are better able to trace the relations 
of cause and effect, to see the philosophy of history. In this 
scientific method of study, in which the natural relations of 
different subjects are regarded, the knowledge acquired forms 



14 The Topical Method. 



a basis for knowledge to be obtained. Not only so, but 
scientific study stimulates investigation by creating a desire 
to know, and facilitates the acquisition and retention of his- 
torical knowledge by pursuing it in a connected thread of 
natural inquiry and classifying it in its relations to fixed 
principles. 

3. Tlie Instruction should he Thorough and Life-like. 

The lack of interest in historical studies (especially on the 
part of children) may be traced in large measure to two 
causes : (1) A lack of thoroughness ; (2) The instruction is 
not life-Hke. The term thorough as here used does not mean 
simply a good knowledge of the text, but a knowledge of the 
subject in its details. There are many that can readily recite 
the lines of the text who have but little idea of the subject. 
The number and nature of the subjects studied must be de- 
termined by the capacity of the pupil and the time allotted 
to the study. In this way proper instruction may secure a 
reasonable thoroughness. 

Guizot, in speaking of the historian, Prescott, says : " His 
pictures are never wanting in truth, but they are sometimes 
wanting in life." Referring to his history of Philip II, the 
same author says of him : " Faithfully, therefore, as these 
events and these personages are described by him, he leaves 
them where he finds them — in their tombs." 

So it may be said of much of our historical teaching. It 
is not lacking in the element of truth, but in the life. A very 
good description is given of the personages and the events, 
yet to the child it is like a ramble through a graveyard. If " 
De Soto, with his company and outfits, in his explorations 
could pass through one of our cities to-day, what child would 
not be on the street, and what front window would not be 
crowded with heads ? Can we suppose that there were no 
boys and girls standing on the banks of the Hudson watch- 
ing the first steamboat as it moved up the stream on its way 
from New York to Albany ? There is nothing in which chil- 



Introduction. 15 



dren take a greater interest than in the real appearances and 
doings of human beings. 

4. Historical Classifications and Essays are helpful Exercises in the 
Study of History. 

The classification of subjects is a natural accompaniment 
of the to23ical method of instruction. In assigning subjects 
for study it is quite natural for the teacher to resort to some 
plan of classification by which the students may be guided 
in their investigations. It then becomes natural for the pupils 
to fill out and complete these classifications as they proceed 
in the study of the subjects. The classifications may be 
made more or less complete by the teacher in accordance with 
the capacity and knowledge of the pupils. At first it may be 
required of the pupils only to fill out the subject-matter of 
the classification by adding under their proper headings such 
dates, events, leading characters, etc., as may be gathered 
from the researches necessary in the preparation of the lesson. 
At length the teacher may only find it necessary to assign the 
subject to be classified, or at most the subject heading with 
some general divisions, leaving the principal part of the clas- 
sification to be made out by the pupils. These classifications 
may be discussed in the class or collected and examined by 
the teacher out of class. It is generally advisable to do both. 
In addition to classifications, let the work of the student be 
supplemented by a series of essays written upon prominent 
historical subjects. The selection of these subjects must be 
left to the judgment of the teacher, who should be governed 
by the age and advancement of the pupil. The discipline 
received in preparing classifications will aid the pupil in 
selecting and arranging material for essays. But what is to 
be gained by requiring students of history to prepare classi- 
fications and write essays upon historical subjects ? In an- 
swer to this question it may be claimed : 

(a). By classifications the ideas are made clearer and more 
distinct in the pupil's mind. The student who forms the 



16 The Topical Method. 



habit of systemizing his knowledge by collecting it under 
certain natural headings will, as a rule, have more reliable 
ideas than the one who pursues his studies without definite 
scheme. With the subject-matter of the lessons divided, and 
the several parts arranged under their respective headings, the 
student can the more readily see the relations of events as 
causes and effects. By thus making knowledge more accu- 
rate and giving the pupil the advantage of the law of asso- 
ciation, the parts of history are more easily remembered, and 
the study of it is made more scientific. 

(6). The influence of essay writing is to make knowledge 
more complete as well as more definite. 

This is especially true in historical study. Let the teacher 
assign a topic for an essay, making for the class the necessary 
analysis. The same rule will apply in preparing the analy- 
sis for an essay as that suggested in the matter of headings 
for classifications. The pupils in the selection of the material 
for the essay will make more extensive research than in the 
preparation of the ordinary lesson. They will also be more 
accurate in their statements, and exercise a better choice 
in the use of language. Thus their knowledge of the 
subject is made more extensive and more reliable. The 
to'pics for historical essays should be selected in most part 
from those subjects which have a marked importance in the 
chain of events. 

In this way the more important subjects will receive the 
more extensive research. By assigning these central subjects 
as topics for essays, the investigations required to obtain ma- 
terial for the essays will assist the pupils in the preparation 
of their daily lessons, while the daily lessons will in turn 
furnish items and suggestions for the essays. 

These essays should be corrected by the teacher and then 
read in the class by the pupils. When pupils are sufficiently 
advanced it is often advisable to have the essays exchanged 
and criticised by the different members of the class before the 
examination by the teacher. 



Introduction. 17 



(c). The ^preparation of classifications and essays provides 
a definite work to be done by the pupils out of class. 

This is a subject often regarded with too little importance. 

The order and discipline of the student, together with his 
interest and advancement in study, depend quite as much 
upon the arrangement of work to be done out of class as 
upon the instruction given in the recitation. 

This work to be done out of class is sufficiently arranged 
for when the pupils have something definite to do that they 
can do and that will occupy their time. 

Too little attention is generally given to the assignment of 
the lesson. The too common, hasty statement at close of 
recitation — " Take the next lesson," " Take the next four 
pages," etc., does not properly arrange for work to be done 
by the pupils. Not only should due attention be given to 
the assignment of work, but there should be a provision by 
which the work may be reported in definite form and exam- 
ined by the teacher. 

In the study of history, this provision can be amply secured 
by exercising the pupils in the preparation of classifications 
and essays. 



The history of the world can be found in the history of a dozen 
names. — farrar. 



OUTLINES OF HISTORY. 



HISTORIC PLACES, LEADING CHARACTERS AND 
IMPORTANT EVENTS. 



Assignment of First Lesson.' 



For thousands of years there have been people living on the 
earth. In their motives and actions they have been controlled 
by very much the same desires, passions and impulses that in- 
fluence the different elements of society to-day. 

During this long period of time many striking changes and 
strange events have occurred. Great nations have grown up, 
flourished for a time, and passed away. Splendid cities have 
been built and are now in ruins, even the places of some of 
them are not kn(^wn. 

Great armies of strong men, splendidly equipped, have met 
to spoil each other on the field of blood and death. Great men 
and women have appeared and for a time, either by leading in 
thought or by stirring men's passions, have controlled and lead 
the multitude and then given place to others 

Such is history, and in the study of it we shall find much to 
interest us. 

As our first subject we will study the Euphrates River. 

Who will tell us why a history class should be interested in 
the study of the Euphrates River? Henry may tell us. 

"It has history connected with it." 



*It is Here intended simply to iUustrate or suggest a method of assigning les- 
sons in the use of the following schemes. The ingenuity and common sense of 
the teacher will furnish such modifications and additions as varied circumstances 
may require 

The points to he aimed at in assigning a lesson in history are, 

1. To awaken an interest in the sut.ject of the lesson; 

2. To give the pupilsa definite idea of what they are expected to learn; 

3. To give necessary instructions in regard to sources of information. 



20 The Topical Metpiod. 

Yes ; it is a historic river. I will write on the black-board 
:hen as our subject, The Euphrates River. 

What are some of the facts concerning this river, which 
we shall wish to learn, Ida? 

"We shall wish to learn about its location and its general 
ippearance." 

Very good. As the first topics under our subject I will write, 
Geographical position, source, length, windings, &c. What 
aext Jessica? 

"Its size and the nature of the water." 

Very well. As the next topics then I will write. Size, bed and 
prater. What next? Do we want to learn anything about the 
country through which the river flows, class? 

"We do." 

I will write then as another topic. The country through 
which it flows — its surface, soil, &c. 

In early times there were canals in connection with this river. 
We shall want to learn something about these ancient canals. 
I will write as still another topic. Its ancient canals — their loca- 
tion, object and use ; and as the last topic in pur lesson. The 
banks, scenery, &c. 

I will now give you some references that will help you in the 
study of these topics. First, Babylon and Nineveh by Dr. 
Newman. 

A few years since Dr. Newman traveled over this ancient 
country, visited its ruins, rode on its rivers, and has something 
interesting to say about it. * * * * * * 



</> 



OUTLINES OF HISTORY 



LESSON I. 



1. Geographical position, source, length, windings, &c. 



2. Its size, bed, and waters. 



3. The country through 
which it flows, 



4. Its ancient canals. ■! 



1. Surface. 

2. Climate. 

3. Soil. 

4. Products. 

, Location. 
2. Object and use. 



5. The banks, scenery, &c. 



6. Geographical 
and Histori- 
cal References 
* 



Dr. Newman. Babvlon and Nineveh, 66, 

68, 145, 149. 
American Cyclopedia. 
Lippincoptt'i Pronouncing Gazetteer of the 

World. 
Myers. Outline of Ancient History, 70. 
Smith. Ancient History of the East, 222. 
^Johnson's Family Atlas. 



*The list of References and the selection and classification of topics 
may in all cases be enlarged or in any way varied by the teacher to 
accord with the grade of the class and the range of the library to 
which the class has access ; giving neither so much as to discourage, 
nor so little that pupils will not be kept busy. In the first lessons, 
and until the pupils have acquired some skill in the use of reference 
books, the references given should be made explicit by giving number 
of page, &c. 



22 Tpie Topical Method. 



LESSON 11. 



UJ ^ 

a o 



' 1. Geographical position, size and shape. 

fl. Surface. 

Physical Features. \ 2. Climate. 
-^ > 3. Soil. 

4. Natural Products. 

fl. As to source. 
2. As to size, length &c 



3. As to General Tl. Nature of the waters, 
characteristics, i 2. Velocity of current. 
3. Bed and Banks. 



00 



CO 



00 



4. Present condition C 1- Principal cities. 

and appearance of ^ 2. The chief industries. 
4-u „ +„,. / 3. The leading exports, 

the country. C 4. Places of interest to travelers. 



o. 



( Br. Newman. Babylon and Nineveh, 
Geographical and | J'^, ^6, 185, 253.' 
Hfstorical Ref- 1 ^268-284 ' ' 

erences. j ^^/Jj^^^. Ancient History, 57. 

SinitlL. Ancient History of theEast,224. 



LESSON in. 

fl. Location. 

2. When and by whom built. 

3. The object of the builders. 

4. Size, shape and material. 

5. Pvesult of the attempt f 1. What effect upon the people? 

to build the Tower. ( 2. What effect upon language f 

6. Remains of. 

7. Imitations of as found in other localities. 

8. Legends of. 



9. Historical 
References. 



'Scripture — Gen. xi. 1-10. 

Rolin. Ancient History, Vol. I, 453. 

Geikie. Hours with the Bible, Vol. I, 280- 
290. 

Dr. Newman. Babylon and Nineveh, 152-3. 
t Smith. Ancient History of the East, 228-30. 



Outlines of History. 23 



ESSAY I. 



1. Location. 

2. Number, shape, size, &c. 

3. Material and structure. 

4. When built. 

5. The builders. 

6. For what purpose built. 

7. Imitations of, found in other countries. 



RcnvHnson. Ancient Egypt, Vol. 1, 91. 

Herodotus, Vol. 1, 274 aiid 404. 

Kenrick. Ancient Egypt, Vol. I, 99-125, 

8. Historical ,. .^"^^ 7^1. II, 111. ' ^ ^ 

T^pfprpnppcj i '^"^'^^'- ^-^n^'it^iit History of the East. 
Keterences. p-^^^^ p^^^^ y^^^,^^ ^^ j^p^^^ ^^ 

Eollin. Ancient History, Vol. I, 158, and 

217. 
, Myers. Outline of Ancient History, 42. 

*It is not necessary that the pupil follow, In the essay, the exact order given in 
the scheme. The scheme is intended to be suggestive and thus assist the pupils 
In their reserches. 

In assigning a subject for an essay the teacher should call the attention of the 
class to the leading points of the analysis in an interesting discussion on the 
subject matter— referring to accessible sources of information. 



LESSON IV. 



1. Location. 

2. When built. 

3. Thebuilders. {i" ?L"Uple"' 

4. Size, form and material. 

\2. Size and material. 

{1. Artistic. 
2. Literary. 
3. Walls, streets, &c. 

7. Historic evidences. 



Historical 
references. 



Newman. Babylon and Nineveh, 253. 

Geikie. Hours with the Bible, Vol. IV. 277-288. 

Smith. Ancient History of the East, 395. 

Herodotus, Vol. I. 153. 

Myers. Outlines of Ancient History, 77-92. 

Barnes. General History, 46. 

Rollin. Ancient History, Vol. I, 444. 



24 



The Topical Method. 



LESSON V. 



<^'' 



The time of his reign to. 

His ancestry. {^;^^to* 



The condition of the 
world during the time 
of his reign. 



fi 



Political. The leading nation. 

Religious. 

Educational. 



' 1. Position. 

2. Nature of the volumes, material, &c. 

His library. ] 3. Nature of the writings, kind of letters. 

4, Subject — Matter of the writings. 

^ 5. Remains of 

His religion. 

His leading purposes and important achievements. 



Historical 
references, 



f Geikie. Hours with the Bible, Vol. V. 79-88. 
I Raidinson. Ancient History, 44-45. 

Dr. Neivman. Babylon and Nineveh, 321. 

Myers. Ancient History, 85-93. 

Smith. Ancient History of the East, 160-329. 



tv 



LESSON VL 



1. Situation. {siphySfeaturesof 

2. Sizeand form. 



3. The Walls 



{i 



1. Dimensions. 
Material. 
Structure. 



4. Palaces and hanging | 1. Description of 

gardens. \ 2. By whom constructed. 

5. Time of greatest splendor to 

6. Present Remains. 

7. Causes of its decline. 

f Smith. Ancient History of the East, 

I 269-360-365. 

I Rollin. Ancient History, Vol. 1,442- 

TrSnnenT RH^pr- J ^^•^^^^^^- Babylon and Nineveh, 
historical iteier- ^ 133-143-153-163. 

ences. Myers. Outlines of Ancient His- 

tory, 96-105. 
Giekie. Hours with the Bible, Vol. 
VI. 265. 



Outlines of History. 



25 



LESSON VII. 



^1. Geographical | 1. Situation. 

Position. ( 2. Natural advantages of 

2. The Topography. 

3. The plan of the city. 

4. The metropolis of Palestine. 

5. The Center of Jewish | 1. The Temple. 

Worship. I 2. The Principal Feasts. 

6. The Remains. 

7. How at the present regarded by the Jews. 

Smith's Bible Dictionary. 

SmWi's Old Testament History, 471 -473. 

Biblical Atlas. 

JosepJius. 

Field. On the Desert, 319. 

Giekie. Hours with the Bible. 



Geographical and 
Plistorical Ref- 



erences. 



LESSON VIIL 



1. Time. 



Differen 
Parties ' 
taken. 



.to. 



a. First Party, 



6. Second Party, 



1. Time. 

2. number, spoils, &c., taken. 

3. Treatment and disposition 

of King Jehoiakim. 

1. Time. 

2. Number and spoils taken. 

3. Treatment and disposition 

of King Jehoiakin. 



^ c. Third Party, 



Causes of the 
Captivity. 



1. Time. 

2. Number and spoils taken. 

3. Treatment and disposition 
[ of King Zedekiah. 

Condition of the Jews, | Relegious. 
The deportment of the 
Jewish kings. 



4. Disposition of the captives. 






Historical 
References. 



Smith's Old Testament History, 593-«07. 
Book of Daniel, chapter I. 
II. Kings, xiiv. 10-16 ; xxv, xxvi. 
Jeremiah, LII. 28-30. 
Smith's Bible Dictionary. 
Myers. Outlines of Ancient History, 98-115. 
Giekie. Hours with the Bible, Vol. V, 383- 
429, Vol. VI, 109-118. 



26 The Topical Method. 



CQ 



LESSON IX. 



1. Time and place. 



2. Circumstances. 



fl. Position and influence of Nebuchad- 
nezzar. 
2. Position and influence of Daniel. 
1. Location. 



{1. Location. 
'■ "ifuKf tmong 
the nations. 

3. The subject-matter of the dream. 

4. The persons who attempted to interpret it. 

5. The Interpreter. 

6. The Interpretation. 

^7 mi fp I f +V. fl- Upon Nebuchadnezzar. 
/. ine enects oi inej ^ xjpon the position and influence of 
Interpretation. [ Daniel. 

8. Its fulfilment in history. 

fBook of Daniel, chapter II 

9 Historical J Geikie. Hours with the Bible, Vol. VI, 274. 
References. Foder. The Story of the Bible 440-443. 

[ William Smith. Old Testament History, 611. 



LESSON X. 



Q. 
S 

CO 

cc 

< 

IM 

< 
X 
</) 

_J 
Ul 
00 



1. Time and place. 

f 1. The relation of Babylon to other nations. 

2. Circum- J 2. The size and strength of the city. 

stances. 1 3. Scenes outside of the city wall at the time 
\^ of the feast. 

3. Nature of the feast. 

ri. 

4 Imortant events.* ] 2. 
1 3. 

5. The end of the feast. 

6. The end of Belshazzar and his kingdom. 

f Book of Daniel, chapter V. 

7. Historical J Geikie. Hours with the Bible, Vol. VI, 

references. | ^^^^f;^^^r^^^ ^^^^.y ^f the Bible, 449-452. 
l^ ♦Bring out tne tHree most important events in tue order of tHeir time. 



Outlines of History. 27 

LESSON XL 

1. Time to 

2. His ancestry. 1 1' Nationality. 

-^ 12. Parentage, 

3. His education and early training and associations. 

4. The condition of the world at the ih Political. 



iat the fj- 



commencement of his reign. | j leUglous. 

5. Noted events of his life. { ^ ^,rno?eTeventB. 

6. His religion. 

7. His attitude toward the Jews. 

8. His leading characteristics. 

9. His life as a fulfillment of prophesy. 

(Josephus, 323-328. 
I 2 Chron. XXXV, 22. 
I Ezra I, 1-11. 

10. References. ] Ezra VI, 3-5. 

M;/ers. Outlines of Ancient History, 134. 
Smith. Ancient History of the East, 539. 
^ Rollin. Ancient History, Vol. I, 499. 



ESSAY II. 



'1. Classes of Society — Their relations, &c. 

2. Position and influence of woman. 

f 1. Schools, Subjects taught, &c. 

3. Education. J 2. Libraries. 

I 3. AVriting material, books, &c. 
[4. Literature. 

1 Tboir PfilimmT / ^- Their Gods, beliefs, &c. 

^. 1 neir xien^ion. ^ ^ rpj^^-^ worship and religious ceremonies 

5. Arts and Inventions. 

r 1. Games and Amueements. 

6. Manners and Customs. J -• Marriages. 

I 3. Burials. 

L 4. Household accommodations. 

7. Industries. 

8. Mode of Travel, &c. 



9. References. - 



Barnes. General History, 19-43. 

Myers. Outlines of Ancient History, 34-56. 

Rawlinson. Ancient Egypt, Vol. I, 203, Vol. 

H, 47. 
Smith. Ancient History of the East, 30. 
^ Geikie. Hours with the Bible, Vol. II, 31. 



28 The Topical Method. 



LESSON XII. 



1. Geographical Position. 

2. Size, Shape and Surface. 

ri. Its Source, Size, Length, &c. 

3. The Nile J 2. Nature of its waters. 

I fl. Time. 

[ 3. Its inundations. ] 2. Causes. 
1.3 Effects. 

4. The Soil and Climate. 

5. Natural Products. 

6. Ancient Industries. 

7. Influence of the Nile upon the Religion and civiliza- 

tion of the people. 

r Kenrick. Ancient Egypt, Vol. I, 65. 

8. References. J ^^^^^- F^om Egypt to Japan, 15. 

I Smith. The Ancient History of the East, 31-46. 
l Myers. Outlines of Ancient History, 15-17. 



LESSON XIII. 



1. The time of his reign to 

2. HiB ancestry. [H^X^' 

3. His early training and associations. 

4. The condition of the world at the f 1. PoHtical. 

commencement of his reign. 1 2. Eeligious. 

(I. Til staking of 
1. Against Egypt. \ Memphis. 
( 2. Other events. 
1 . Causes and incidents. 



5. His expeditions. . 



Ethiopians. 1 3 j^^g^l^g_ 

3. Against the U; f^-.tr ^• 
^^^^^^^^^•1 3. Results. 



6. His cruelties. 

7 TTi'a /l^o+v. / !• Place and circumstances. 

7. His death. 1 2. Manner. 

8. His motives and leading characteristics. 

(Josephus, XI, 11-2 (pp. 828-329). 

RoU'm. Ancient History, Vol. I, 588-664. 

Rawlinson, 106-107. 
Q T>^fr.-^r.^r^r.^ Muers. Outlincs of Aucieut Hlstory, 135-136. 
y. Keterences.-! ^«^,,gg^ General History. 

Anderson. Ancient History, 52. 

Smith. Ancient History of the East, 553. 

Herodotus, Vol. II, 115-157. 



Outlines of History. 



29 



LESSON XIV. 



1. Time of his reign to, 

2. His ancestry. 

3. His leading characteristics. 



4. His campaign 

against the 
Greeks. 



"fl.'size. fl. 

^ \ 2. Soldiers. ] 2. 
( 3. Supplies, i 3. 



I'l. The time to. 

1. Size. 

2. His army. -| 2. Soldiers. 
Supplies. 

3. The route. 

4. Preparations for. 

5> Events at the Hellespont. 

6. Crossing the Hellespont. 

7. Battles. 

8. Results. 



Nationality. 
Dress. 
How armed. 



5. The last years of his reign. 
6.Hisend.{^>--'lP'ace. 



7. References. 



^Herodotus, HI, 367. 
Myers. Outlines of Ancient History, 141. 
Rollin. Ancient History. Vol. I, 84-115. 
Raivlinson. Ancient History, 114. 
Anderson. Ancient History, 64-71. 



LESSON XV. 



1. Position. 



2. Size and Shape. 

3. Boundaries of 



4. Physical 

Features. \ 



1. Surface. 



fl. Mountains. 
! 2. Plains. 
3. Rivers. 
Lakes. 



1; 



2. Climate. 

3. Natural Products. 



5. The Early 
Inhabitants 



6. References. 



{i: 



Their Ancestry. 

Their Leading Characteristics. 

Their Religion. 



flyers. Outlines of Ancient History, 152-154' 
Anderson. Ancient History. 
Swiriton. Outlines of the World's History, 75. 
Barnes. General History, 114. 
The American Cyclopaedia. 
Cox. The Greeks and Persians, 18. 
Lippincott's Pronouncing Gazetteer of the 
World. 



30 



The Topical Method. 



LESSON XVI. 



1. Kind.. 



Olvmnio / ^' ^^ honor of 
Ul^mpic. I 2. Time and pi 

Pythian. 



3. Isthmian 



4. Nemean, 



2. Origin of {^; 

ri. 

3. Nature of \ 2. 

(3. 

4. Participants. 



In honor of whom celebrated, 
ace of celebration. 
In honor of whom celebrated. 
Time and place of celebration. 
In honor of whom. 
Time and Place. 

In honor of whom. 
2. Time and Place. 

Time. 
Causes of. 

Things celebrated. 
Manner of celebrating. 
Time, &c. 

1. Nationality. 

2. Caste or class. 



5. Influence of {^- ^P^^ ^^^ arts, literature, &c. 



6. References. - 



2. Upon the civilization of Greece. 

' Myer. Outlines of Ancient History, 181-182. 
Swinton. Outline of the World's History, 84. 
Barnes. General History, 186. 
Cox. The Greeks and The Persians. 
Herodotus. Vol. 111-121-32, 
American Cyclopaedia. 



LESSON xvn. 



1. Geographical position. 



The inhabi- 
tants. 



4. Their customs. 



1. Location. 

2. Natural advantages. 

'1. Classes. 

2. Their ancestry. 

3. Their characteristics. 

1. Home customs. 

2. Position and influence 
of woman. 

[ 3. Games. 
The system of government. 

The industries of the people. 

Education, schools, &c. 

Time of greatest power and influence. 

f Myers. Outlines of Ancient History, 190-199. 
I Swinton. Outlines of the World's History, 85. 
I Barnes. General History, 119. 
References, i Cox. The Greeks and the Persians, 14,22, 23, 25. 
Cox. General History of Greece, 30, 94. 
Rollin. Ancient History. 
_ Anderso7i. Ancient History. 



Outlines of History. 



31 



LESSON XVIII. 



^ ^ 1 f f 1. Situation. 

1. Geography ot. jg. Physical features. 

{1. Classes. 
2. Ancestry. 
3. Characteristics. 

r 1. Schools and school-houses. 
^ EHnofltion J 2. Mode of teaching. 
6. 11.aucation. J ^ Branches or subjects taught. 

[ 4. Student life, &c. 

4. The occupatians of the people. 

5. Manners and customs. 

6. Their religion. 

7. Time of greatest power. 

8. Her great men. J 2 

u 



1. Law-givers. 
Philosophers. 
Statesmen. 



!1. Geographical. 
Slis'io language used. 
4. As to religion. 



References. - 



Myers. Outlines of Ancient History, 199, 209, 251. 

Barnes. General History, 121, 158. 

Herodotus, Vol. I, 100. Vol. Ill, 152. 

Anderson. Ancient History. 

Rollin. Ancient History, Vol. I, 676, 677, 707, 

Andrews. Institutes of General History, 63-70. 



32 



The Topical Method. 



LESSON XIX. 



f _ ^ ri. Date to 

1. His time or the 1 2. Condition of Athens fl. PoHtical. 
aee of. I ^^ ^^® beginning of j 2. Social. 

I the Periclean age. [ 3. Educational, 



2. His ancestry. {l:g^Xnality. 



1. Wars. 



C/3 



UJ 

a. 



1. As a general i 2. Decisive battles. 
[ 3. Events. 

f 1. His party and party 
I notions, 

3. His achieve- J 2. As a statesman. ^ 2. Changes in the plan 
ments. | I of government. 

3. As a patron of f | 3. Payment for public 
learning, j I services, &c. I 

[ [ 4. The naval power. 

4. Improvements of the City of Athens. 

4. His contemporaries. 

5. His habits, motives and leading characteristics. 



6. References. 



Myers. Outlines of Ancient History, 234-241. 
Swinton. Outlines of the World's History, 

98-99. 
Barnes. General History, 135, 136, 140. 
Cox. General History Greece, 250, 258, 279, 

283. 
Plutarch. Lives of illustrious men, 106-123. 
Rollin. Ancient History. Vol.11, 181, 182, 194. 
Acderson. Ancient History, 161. 
Momhert. Great Lives. 



Outlines of History. 33 



ESSAY III. 



o 



1. Society I ^* ^^^^^^' *^^'' relations, &c. { l\ \l iPthens. 

(2. Social position of woman. I H^ '"^i??:^*^- 

i 2. In Athens. 

2. The form of government. ] ^ j^ ^^^^^^^ 

3 Their relio-ion \ ^- '^^^^^ religious notions, gods, &c. 

^ *( 2. Their system of worship, observances, &c, 

4. Their industries, money, modes of travel and trans- 

portation. 

5. Arts. 

fl. Schools, teachers and pupils. 
2. Books and libraries. 
3. Science and literature. 

7. Their Philosophy and Philosophers. 

ri. Games and amusements. 

8. Manners and 2. Marriages, 
customs. i|g-f- 



5. Household customs and accommodations. 
9. As compared with Egyptian civilization. 

Myers. Outlines of Ancient History, 159, 
171, 174, 346-357. 

Andretvs. Institutes of General History, 63-72. 

Cox. General History of Greece, 5-39. 

Herodotus. Vol. I, 142, 179, 346- 

Rollin. Ancient History. Vol. II, 551-691. 

Cor. The Greeks and Persians, 1-16. 

Rawlinson. Ancient History, 141- 

Barnes. General History, 158-201. 

B. F. Cocker. Christianity and Greek Philos- 
ophy. 

Ueberweg. A History of Philosophy, (trans- 
lated by G. S. Morris.) Vol. I, 29-181, 



10. References. 



" From Egypt, Arts their progress made to Greece. 
Wrapped in the Fable of the Golden Fleece.'' 



34 



The Topical Method. 



LESSON XX. 



1. Time to 

2. Parties engaged. 

3. Causes. {J; fZ:*d1ate. 
Noted events, {l, ^r^l^l^f^l,^. 
Leaders in the war. 1 2 

Nature of the war — cruelties, &c. 

1. As effecting: the Dower and civiUzation of 



Spartan. 
Athenian. 



As effecting the power 
Athens. 

7. Results, i 2. As effecting the power and civilization of Sparta 
3. As effecting the power and influence of Greece 

among the other nations. 

' Swinton. Outlines 

100-101. 
Myers. Outlines of Ancient History, 242-252. 

8. References. \ RaivUnson. Ancient History, 203-211. 
Rollin. Ancient History, Vol. II, 238— 
Cox. General History of Greece, 248-267— 
Barnes. General History, 139-146. 



of the Wold's History, 



LESSON XXI. 



.to, 



J 1. Nationality, 



The time of his reign 

His ancestry. , ^ Parentage.' 

Incidents showing his characteristics and tendency in 
early life. 

His education and early associations. 
The political condition of f 1- Greece. 

the world at the begin- J 2- Medo-Persia. 

ning of his reign. ', [||gn)t- 

' 1. His Army at com- 
mencement of 

2. Lines of march. 

3. Leading battles. 

4. Territory gained. 
Time and Place. 
Cause. 

f Barnes. General History, 150-153. 

Myers. OutUnes of Ancient History, 261-270. 
I Plutarch's Lives of Illustrious men. 
\ Momberi. Great Lives, 51-59. 

1C0X. General History of Greece, 631-647. 
Rollin. Ancient History. Vol. HI, 129-137— 
Rawlinson. Ancient History, 233-237 — 



6. His conquests 

7. His death. 



1. Size. 

2. Characteristics. 



\l: 



8. References. 



Outlines of History. 



35 



LESSON XXII. 



Geograpical position. {^; NaSraTad vantages. 

The founder, time and circumstances of founding. 

fl. Number. 
2. Nationalities, language spoken, &c. 
3. Characteristics. 

Occupations of the people. 

Commercial advantages. 






Educational advant- 
ages. 



fl. Schools. 
2. Libraries and Museums. 

{Number. 
Nationalities. 
How supported. 

4. Subjects taught. 

5. Method of teachinsr. 



f Raviimon. Ancient History, 267. 
I Rau'linfton. Ancient Egypt. Vol. I, 137-146. 
I Fidd. From Egypt to Japan, 4. 
7 References. ^ 2?o/^m. Ancient History. Vol. 1, 173-175; Vol. 
Ill, 218, 522— 
Smith's Classical Dictionary. 
Barnes. General Plistory, 151-154. 



LESSON XXIII. 



Situation, its natural advantages and disadvantages. 

When and by whom founded. 

{1. Number. 
2. Nationalities. 
3. Characteristics. 

Industries. 

Commercial advantages. 

How regarded by Rome, and why so regarded? 

Time. 

Causes. 

Treatment of the inhabitants. 

Incidents— Asdrubal's wife and children, &c. 



Destruc- 1 2, 
tion of I 3, 



Smith. Classical Dictionary. 
Earvlinson. Ancient History, 91-101. 
Eollin. Ancient History. Vol. I, 238, 436. 
Leighton. A History of Rome, 116, 170. 
8. References. ] Barnes. General History, 73, 76. 

Charles Bucke. Ruins of Ancient Cities. 
Vol. I, 84-206 
I Barnes. A Brief History of Rome, 160— 



36 



The Topical Method. 



LESSON XXIV. 



His 

time. 



1. Date to 

2. The political condi- 

tion of the world. 



1. Nationality. 

2. Rank. 



1. The principal nations. 

2. The leading cities. 

3. The strongest nation. 



His ancestry 
His early training and associations. 
His military jL Lines of march, 
achievements. ( 2. Noted battles 

TTio rloo+V, / ^- Time and place. 
His death. 1 2. Manner. 



1. Time and place. 

2. Results. 



6. His leading characteristics. 



7. References. 



Leighton. A History of Rome, 144-162. 

Merivale. General History of Rome, 149-198. 

Barnes. General History, 320. 

Rollin. Ancient History. Vol. I, 329-336-352— 

Mombert. Great Lives, 75-82. 

Anderson. Bloss's Ancient History, 363-374. 

The American Cyclopaedia. 

Chambers's Library of Universal Knowledge. 

Vol. vn. 

Lippincott's Pronouncing Biographical Dic- 
tionary. 
Smith. Classical Dictionary. 
_ Barnes. A Brief History of Rome, 148-152. 



LESSON XXV. 



Position. 

Size and shape. 

Boundaries. 



4. Physical features. - 



1. Surftice. 



2. Climate. 



1. Mountains. 

2. Plains. 

3. Lakes. 

4. Rivers. 



5. 

6. Refer- 



3. Natural products. 

1. Their ancestry. 



The early inhabitants. { ^ ^f^ sTnd iZdustnes. 

[Lippincott's Pronouncing Gazetteer of the World. 

' Barnes. A Brief History of Rome, 13-14. 
Myers. Outlines of Ancient History, 239-240. 
Willson. Outlines of History, 123— 
/. D. Quackenbos. History of the World, 56 — 



ences. 



Outlines of History. 



37 



LESSON XXVI. 



1. 



oc ^ 

u. 

o 

> 3 

o 

I- - 
5 4 
u 

:" 5 



Geographical position. {^; NSrLTsurroundings. 

f 1. Time. 
The founding. \ 2. Founder. 
(3. Circiimsta 



Circumstances and events. 



Refer- 
ences. 



Streets. 
Walls. 

Public buildings, places of amuse- 
ment, &c. 

1. Causes favorable to 

2. Events marking large increases in growth. 

Lippincott's Pronouncing Gazetteer of the World. 
Barnea. A Brief History of Rome, 15-23 — 
Myers. Outlines of Ancient History, 242 — 
Barnes. General History, 205 — 
Willard. Universal History, 88-91. 



Characteristic 
features of the city. 



Growth. 



LESSON xxvn. 



CO 

z 
< 

UJ 
00 J 



1. Their origin. 

2. Their rights and pri- 
vileges prior to 500 B. C. 



{1. In the government. 
2. In the army. 



3. Acts and events 

marking their growth 
of power. 



1 m m -i fl. Time. 

1. Two Tribunes ^ ^^^.^ ^.^^^ 

appomted. \ ^nd duties. 

2. The Agrarian/ 1. When passed. 

Law. \ 2. Its nature. 

f 1. When appointed 
I 2. Their rights and 
Decemvirs. \ duties. 

3. What they ac- 
complished. 

1. Time. 

2. Causes. 

5. Valerian and Hora- I ' made 

tian decrees. [2. Nature.' 

6. Canuleian / 1. When made. 

decrees. \ 2. Nature. 

7. Licinian J 1. When enacted, 
t Rogation. \ 2. Nature. 



4. Tribunes restored. 



4. Their privileges and influence 300 B. C. 



5. References.- 



r Barnes. General History, 213-219. 

I ^f!/ers. Outlines of Ancient History, 253— 

Gibbon. Decline and Fall of the Roman Em- 
pire. Vol. II, 379— 

Merivale. General History of Rome, 69 — 
^ Leighton. A History of Rome, 55 — 



38 



The Topical Method. 



LESSON XXVIII. 

ri. Date ., 



His. 

time. 



.to. 



•li 



Political. 

2. Social and moral. 

3. Extent of territory. 



2. 
3. 
4. 

6. 



2. The condition of Kome 

3. The government of Rome 
His ancestry. {l;P—«- 

His purpose and achievements. 
His characteristics and notions of social customs. 
Incidents connected with his life. 

The influence of f 1- On the government and society of 
his life and efforts, jg. On Carthage. 

Barnes. A Brief Bistory of Rome, 162-170. 
Plutarch. Illustrious lives, 323-345. 
Barnes. General History. 
References. ] Mi/ers. Outlines of Ancient History, 304 — 
Willard. Universal History, 114-115. 
Leighton. A History of Rome. 
^ Merivale. General History of Rome. 



LESSON XXIX. 



1 A t f ,,^-^--{2:lr"^- 

1. Ancestry of each.^ ^ ^^^^^ . ^ F^^^ily^ 



. Civil 
v^arof 



1. Time to.... 

2. Parties engaged. 



CO 



3. Causes. 



Remote — Con- 
dition of Rome. 



1. Political. 

2. Social. 

3. Moral. 

4. The army. 



[ 2. Immediate. 
4. Some leading events showing the nature of the war. 
[5. Results. 



The end 
of each, 



C 



Af Tvr ' / 1- Time and place. 

ui iviarms. | ^ Circumstances and nature 

{I 



2. Of Sulla. 



Time and place. 
2. Circumstances and nature. 



4. References. 



Barnes. General History, 243 — . 
Plutarch. Illustrious Lives, 376-411— 
Myers. Outlines of Ancient History, 317-325. 
Barnes. A Brief History of Rome, 175 — 
Leighton. A History of Rome. 
Merivale. General History of Rome. 
Rollin. Ancient History— see index in last 
volume. 



Outlines of History. 39 



LESSON XXX. 



{1. Date to ri. Extent of territory. 
2. Condition of Rome. \ | g°™™--^<j ,,„. 
L dency of civilization. 

2. His ancestry. {l:lZ^''«'- 

_ ^_. - . (1. As a statesman. 

6. His achievements. J f 1. Territory con- 

i 2. As a general. \ quered. 

1 2. Noted Battles 

4. His leading motives and characteristics. 

r tt:^ ^,-,,1 / 1. Time, place and manner. 

o. nis ena. 1 2. Circamstances and incidents of, 



6. References. - 



Plutarch. Lives of Illustrious Men. 
Barnes. A Brief History of Rome, 181. 
Myers. Outlines of Ancient History, 330- 
Barnes. General History, 246-249— 
Rollin. Ancient History. 
LeightQn. A Plistory of Rome. 
Merivale. General History of Rome. 



LESSON XXXI. 



1 XJ- +• ^ i 1- D2i\Q to 

1. nis ume. ^<^ Condition of Rome. 

2. His ancestry, j^; |-X''«- 

3. His education and early associations. 

fl. Time to 

, TT- + J 2, Territorv conquered. 

4. His conquests. A 3^ Nations and armies subdued. 



4. Influence of, upon Rome. 
5. His ruling motives and leading characteristics. 

{1. Time place, and manner. 
2. Causes and circumstances. 
3. Incidents relating to, 

Barnes. General History. 
Myers. Outlines of Ancient History, 333- 
Plutarch. Lives of Illustrious Men. 
7. References. J Rollins' Ancient History. 

^ Smith's Classical Dictionary. 
American Cyclopsedia. 
Barnes. A Brief History of Rome, 177 — 
Mombert. Great Lives, 88-99. 



40 



The Topical Method. 



ESSAY IV. 



1. The time of the year — 



'1. Pohtical 



2. 



Condition of 
the world. 



2. Social, 



{= 



!i 



3. Religious. 



1. Leading nations. 

Kinds of government. 

Liberty and patriotism. 
Caste and slavery. 
Influence of woman. 
Amusements, games, &c. 
f 1. State of the Christian 
I ligion. 

1 2. State ofthe Pagan religion 
13. " " " Jewish " 



re- 



3. Condition of the Jews 



4. By whom destroyed. 



(i 



1. Political. 
Moral. 
Religious. 



1. Nation, 

2. Leader. 



^1 

t3 I 



5 Description of the siege. 



Results of the 
Destruction. 



{i 



Disposition of the temple. 

" " " Jews. 

Upon the Jewish nation. 



Attempt to rebuild 
the temple. 



1. By what nation. 

2. By what ruler. 

3. Incidents of. 

4. Results of the attempt. 



8. References. 



Barnes. A Brief History of Rome, 229-241. 

Josephus. Wars of the Jews, Books V. and VI. 

Willard. Universal History, 146-147. 

Judea in her Desolations, 25. 

American Sunday School Union. Destruc- 
tion of Jerusalem. 

Charles Bucke. Ruins of Ancient Cities, Vol. I. 
299. 

Quachenbos. History of the World, 141. 

F. W. Ricord, The Empire of Rome, 125-129. 

Leavitt. Annale of the Jewish Nation, 341-355. 



" Tliere shall not be left one stone upon another, that shall not be thrown 
down." 



Outlines of History. 



41 



LESSON XXXII. 



n. Time to 

2. Condition of Rome fj- ^« f^ ^f^^nt of territory. 
„■«- +1.^ +;^.^ ^/ •■*- ] 2. As to classes, 
at the tmie of its j 3^ ^^ ^^ morality. 

formation. [4. As to the spirit of patriotism. 



3. 


Causes. 




4. 


Circumstances favoring. 


5. 


Parties to. 




6. 


Terms of. 




7. 


Results of. 




8. 


The end of the 


parties. 



9. References. - 



Barnes. A Brief History of Rome, 184 — 
Myers. Outlines of Ancient History, 335- 
Willard. Universal History, 126— 
Willson. Outlines of History, 178 — 
Rariv's. General History, 
Leirjhton. A History of Rome, 304. 
Mcrivale. General History of Rome. 



LESSON XXXIII. 



The time of his reign to 

Circumstances and events favoring his ascension to 
power. 

His relations to the second triumvirate. 



The Roman Em- 
pire during his 
reign. 



1. The boundaries of its territory. 

2. Its roads. 

3. The City of Rome, 
f 1. Number who were 



4. Population of J Roman citizens, 
the Empire. 1 2. Number not Ro- 

[ man citizens. 

5. Literature and art. 

Nature and mode of government. 

Some noted events 1 1- The massacre of Varus, &c. 

during his reign. \ 2. The Birth of Christ. 
His personal habits and demeanor. 

Barnes. A Brief History of Rome, 210 — 
Myers. Outlines of Ancient History, 347-355 — 
Barnes. General History, 252 — 
Willard. Universal History, 133-137 
Willson. Outlines of History, 184-190. 
Merivale. General History of Rome. 
Leighton. A History of Rome. 
RoUin. Ancient History. Vol. IV, 656, 663, 673. 



8. References. 



42 



The Topical Method. 



LESSON XXXIV. 



1. The time of his reign to 

2. His ancestry. 

3. The nature of his reign. — Give incidents to illustrate. 

4. Noted events during his reign. 

5. His personal habits and demeanor. 

6. His supreme end and aim. 

7 His end i ^' ^^^® ^^^ P^*^®' 
/. ±lis ena. -jg. Manner. 

f 1. Upon virtue and self-respect. 
8. Effects of his reign, j |- {J^^JJ patrfoUsm. 

[ 4. Upon art and literature. 

Barnes. A Brief History of Rome, 225 — 
Myers. Outhnes of Ancient History, 359 — 
Willard. Universal History, 141 — 
Willson. Outlines of History, 190 — 
Leighton. A Histor}^ of Rome. 
Merivale. General History of Rome. 



9. References. 



LESSON XXXV. 



1. His Time. 



Condition of the 
Empire. 



^1. Date of reign to 

1. As to morality. 

2. As to patriotism. 

3. As to liberty. 

4. As to arts and liter- 
ature. 

Condition of J 1. Number of believers. 
Christianity, j 2. Influence of. 

His ancestry. 

His preceptor, educational advantages, &c. 

Natnrpof hie, rmo-n i ^^ First part— incidents illustrating. 
JNature ol nis reign, -j ^ second part— incidents of. 

His attitude towards the Christians. Illustrate by 
incidents. 

His Personal character. 
His end. 



Illustrate by incidents. 



References. - 



1. Time and place. 

2. Manner. 

Myers. Outlines of Ancient History, 366— 
Barnes. General History, 259 — 
Willard. Universal History, 142— 
Ricord. The Empire of Rome, 75 — 
Gibbon. DecUne and Fall of the Roman Em- 
pire. Vol. 1, 447. 
Leighton. A History of Rome. 
^ Merivale. General History of Rome. 



Outlines of History. 43 



LESSON XXXVI. 



fl. Time of his reign to 

2. His ancestry and why he became emperor. 

3. The condition of the Christian Church during his 

reign. 

4. Condition of the Jews. 

5. His attitude towards the Christians. 

6. His attitude towards the Jews. 

7. Leading events of his reign. 

8. Nature of his reign. 

9. His personal habits and demeanor. 

10. The chief end of his efforts. 

Barnes. General History, 260. 

Myers. Outlines of Ancient History, 368— 

Willson. Outlines of History, 197— 

11. References.^ F. W. Eicord. Tbe Empire of Rome, 124— 
Merivale. General History of Rome. 
LeiglUon. A History of Rome. 

_ Quackenbos. History of the AVorld. 



LESSON XXXVIL 





3. 




4. 


s 


5. 


CO 


r^ 


CD 




o ] 




^ 




o 
o 


7. 


UJ 


8. 



1. Location. 

2. When and by whom built. 

Condition of Rome at the time of building. 

For what purpose built. 

fl. Size. 
The building. } 2. General plan, &c. 
(.3. Material, &c. 

For what purpose used — different games, amuse- 
ments, &c. 

Its influence upon Roman civilization 

When was the last gladitorial combat ? 

' Myers. Outlines of Ancient History, 369, 399, 

420, 421. 
Barnes. A Brief History of Rome, 247 — 
Q -D^f^^^^r^r.^ \ Leighton. A History of Rome, 
y. Keierences. ^ (jj^^^?!. The Decline and Fall of the Roman 
Empire. Vol. I, 304. Vol. IV, 583. 
American Cyclopaedia. 
[ Chambers. Library of Universal Knowledge. 



44 



The Topical Method. 



LESSON XXXVIII. 



His 
time. 



'1. Date of his reign to 

r 1. Social position and influ- 

2.StateofciviUzationL./-«^'J^7X''"- 

[3. Morality and patriotism. 
^3. The state of Christianity. 



His parentage. 

His education and early training. 

His conversion to Christianity. 

Changes in the Roman f ., ^ ^ i? + 

^ , 1 ,T ) 1. In seat of government, 

government under the j 2. In the form of government 
influence of his reign. (^ 

Changes in the Church during his reign: 
His influence upon the customs and amusements of 
the people. 

(Madame. Moslieim's Ecclesiastical History, 
Vol. I, 98-99. 
o -D ^ «^o Momherl. Great Lives, 100 — 
«. Kelerences. i 3^^^^^ Outlines of Ancient History. 
Letghton. A History of Rome. 
Merivale. General History of Rome. 



LESSON XXXIX. 



rl. Time of his reign to 

2. Ancestry. {^; parentoge.^' 

3. His early training and associations. 

4. Circumstances that called him to the throne. 



Condition of Rome at the 
beginning of his reign. 



'1. Strength and patriotism 
of the army. 

2. General character of her 

population. 

3. Her enemies. 



6. His method of dealing with the Goths. 

7. His attitudes towards the Christians. 

8. The disposition of the government at the close of 

his reign. 

9. Why is he an important character in history? 

' Myers. Outlines of Ancient History. 

Barnes. General History. 

Gibbon. The Decline and Fall of the Roman 
Empire. See index Vol. V. 

Eawli'nson. Ancient History, 593— 
[. Ldghion. A History of Rome, 492. 



10. References. 



Outlines of History. 



45 



LESSON XL. 



1. His time. 



ri. Date to 

' 1. Government of. 
„ rpu,_ f 1. The soldiers, &c. 
J- \ 2. Leading generals, 
army. ^^ Size and strength, 

{1. Those who were 
citizens. 
2. Those who were 
not citizens. 
4. As to virtue, valor and patriot- 



2. Condition 
of the Ro- 
man Em- 
pire. 



Condition of the 
Christian Church. 



{I: 



Organization. 
Divisions, 



< 3, 
4. 

5. 
6. 



His ancestry. {^J:|fr ^^^^3^- 

His relations to the Roman government. 

His conquests. 

Tj'r, ^^A / 1- Time and place. 
His end. 1 2. Incidents of. 

His motives and leading chrracteristics. 

(Myers. Outlines of Ancient History. 
I American Cvclopeedia. 
T, e I BarTwu. A Brief History of Rome, 287-288. 

Keference.s. -j (^^j^^^n. The Decline and Full of the Roman 
Empire, Vol. II, 290, 334-345, 360-308, 
399-401. 



LESSON XLL 



fl. 



> 

O 
CD 
UJ 

ec 

C0 

Ul 

CL 
O 



2. 



The time of 
Gregory I. 



The title of f ^- '^^^ derivation and meaning of the word. 
Pope. [2. Origin. I2; circumstances and cause. 

fl. Date to 

r. mi. T^- 1 fl. The leading na- 

2. The political con- J ^-^^^g ^ 

dition of Europe. 1 2. Peace or war? 
ri. Divisions. 

3. The Christian J 2. Its influences as a gov- 
Church. 1 erning force in south- 

[ western Europe. 

His education and early training. 

His purposes and f 1. During the earlier part of his life. 

achievements. | 2. As Pope. 
His attitude towards the Bishop of Conftantinople. 

Eadaine. Mosheim's Ecclesiastical History, 

Vol. 1, 157, 158, 164, 166 and 169. 
4merican Cyclopaedia. 

Oiamb«rrs's Library of Universal Knowledge. 
Lippincott's BiogrBphical Dictionary. 



7. References. 



^- His time. 



ESSAY V. 

'^•»«te t„ 

2. Political condition {2: The' '?^,j"«f «o?.=. 

T;??eonditio„ on' |-|e?l"*^"-"&hi' 
C.™tia„it, t^f^^-^lt 

I an element in fK^® 



2. Ancestry. I ^ Nationality 
U- Parentage. 

S- Hi. education and early training. 
4- Noted events of his life. 

•5- His teaciiings. / 1- As related to the old f 

12. As related to'&if>-J5;-ent. 

6- The influence of fAs to progress in th„ . 

his _ teachings f ^ ProSress " gove™^!^"'^ ^•^■'enee.. 
on civhzation. (6^^ l°,P-|;g m f^S^'- 



His follow- 
ers. 



(3. 



Number. 
Where found. 

Onwhatplaneofciviii.ationdothe,li., 

I I ;^n4,9f'^---d Modern History ,, 

I !7nfeh.,^'-^»-o.Moha..e;an 

8Refe ^' -Ss^'^' ««'>— d and Moha.- 

«• References, i ^"^--s. GenemI History 



--Sfi='S-ti«.,Histo, 

tt's -Pr.^,..! •^' 



Vol. 



dent'sSesAo"!" ' «'ddle Age.. (Sta- 



Outlines of History. 



47 



LESSON XLII. 



CO 



His 
time. 



1. Date to 

2. Condition of southern and 

western Europe. 

3. Condition of the Catholic 

Church. 



( 1. Political. 
} 2. Social. 

1 . Extent of organiza- 

tion. 

2. Power of the Ko- 

man Bishop or 
Pope. 



2. His ancestry. 



His conversion to 
Christianity. 



His Achieve- 
ments. 



1. Nationality. 

2. Kank. 

1. Time and place. 

2. Incidents of. 
1 3. Circumstances and causes. 
[4. Results. 

1. What he accomplished. 

2. As due to the aid of the church. 



5. His relations to the nation of France. 

Myers. Mediaeval and INIodern History. 

Barnes. General History. 
n x> ^ I Barnes. A Brief History of France, 

b. Keterences. -| g^^-^^^^ rj.^^ History of France. Vol. 1, 108- 

Lippincott's Pronouncing Biographical Dic- 
tionary, 



LESSON XLin. 



(Jrigm. < 2, Circumstances and causes. 



2. Its nature. 



1. Parties, ranks, &c, 

2. Relations of the different parties. 

3. Feudal ceremonies. 

4. Castles. 



Compomided of Roman ( 1. 
and Teutonic elements. ( 2. 

Its influence upon civilization. 



1. Roman. 
Teutonic. 



Its end. 



\ 1. Time. 
1 2. Causes, 



Good results of. 

Myers. Medieval and Modern History, 147-161. 
Barnes. General History, 408— 
Guizot. The History of France. Vol.1, 227-231. 
References.-! Green. History of the English people— see 
index in Vol. IV, 
The American Cyclopaedia. 
Guizot. Concise History of France, 59— 



48 



The Topical Method. 



LESSON XLIV. 



1. Time to..., 

2. The battle field. 



1. Location. 
2. 



3. The parties engaged. 

1. The condition j 1. PoHtical. 
of Europe. \ 2. Religious. 



4. Circumstances 
and causes. 



2, Condition of the f J- qf*i-.fi*^'^^- 

Saracens. || |Xg!ous. 

3. The purpose of the 

Saracens. 



5. The leaders in the battle. 

6. The result. 

7. Why an important battle in history? What the prob- 

able results if victory had been on the side of the 
Saracens? 

' Myers. Mediseval and Modern History. 
Creasy. The Fifteen Decisive Battles of the 
World. 
I References. ] Collier. Great Events of History, 67. 

Guizot. The History of France, Vol. 1. 154— 
Gusiave Masson. Concise History of France 
38— 



LESSON XLV. 



1. Time of his reign to 

2, His personal habits and demeanor. 
His attitude toward the church. 
His attitude towards education — illustrate by inci- 
dents. 

The Influence of f 1- As to extent of territory, 
"hic! rpio-n m->nn I 2. As to form of government. 
Sli ? ^1 3. As to the moral, social and industrial 
[ condition of the people. 
Myers. Mediaeval and Modern History. 
Barnes. General History. 
Willard. Universal History, 203— 
Momhert. Great Lives. 
J Willson. Outlines of History, 257— 
6. References. Masson. Concise History of France, 42 — 
Barnes. A Brief History of France. 
R. W. Church. The Beginning of the Middle 

Ages, 117. 
Guizot. The History of France, Vol. 1. 166— 



France. 



Outlines of History. 



49 



1. Origin. 



LESSON XLVI. 

'1. Time 

2. Circumstances f 1. Condition of society. 

and causes. \ 2. Nature of gov^ernment. 

fl. Tutonic regard for 

3. As a combination of | 

forces existing in so- J 2, 
ciety at the time, 



3. 



Nature and purpose. 
Different orders, training, &c. 
Its influence upon civilization. | ^ 

The end of {^-.Ti-^ 



woman. 

The spirit of Chris- 
tianity. 

Tutonic love of ad- 
venture. 



Good. 
Hurtful. 



6. References. 



Myers. Mediaeval and Modern History. 

Wdlson. Outlines of History, 273— 

Barnes. General History. 

Quacl-enhos. History of the World, 192 — 

Guizot. The History of France, Vol. I, 258— 

American Cyclopaedia. 

Chambers's Library of Universal Knowledge. 

Sivinion. Outlines of the World's History. 



LESSON XLVIL 



1. Time 1095 to 1270. 

2. Number. 

3. Condition of the | 

Church at the^ 
beginning of L 

4. The social con- fl- 

dition of Eu- j ^ 
rope at the j ^' 
beginning of 



The first Crusade.-! 



1. As related to the State. 

2. As to the intelligence of the mem- 

bership. 

3. As to the beliefs and practices. 

Classes of society. 

General intelligence or ignorance. 
The condition of ( 1. Their homes, 
the lower classes-^ 2. Their privileges 
I and protection. 

1. Time. 

2. Causes. 

3. Leaders and their companies. 

4. Incidents. 

5. Results. 



3fi^ers. Medieval and Modern History, 181-200. 
Barnes. General History, 397-399. 
Willson. Outlines of History, 297-298— 
Willard. Universal History, 228— 
References. ^ G. W. Cox. The Crusades. 

Masson. A Concise History of France, 74-80. 
Guizot. The History of France, Vol. I, 296— 
American Cvclopsedia. 
^ Chambers's Library of Uuiversal Knowledge, 



60 



The Topical Method. 



LESSON XLVIII. 



fl. Time 

2. Circumstances P- ^^^^^^f ^^^ ^^'^^^^ ^*" P^'^^^^^^ ^^^- 
and causes. 1 2. State of society favoring. 



3. The Crusaders. 



1. Number. 

2. Age and class. 

3. Nationality. 

4. Their leaders. 



4. The ideas and plans of the young crusaders. 

5. Route, events, &c. 

6. Results. 



7. References. 



Myers. Mediaeval and Modern History, 209-214. 

G. W. Cox. The Crusades, 222-224. 

Jacob Abbott. Markham's History of France, 

124— 
American Cyclopaedia. 
Collier. The Great Events of History, 116— 



Settlers. 



{i 



LESSON XLIX. 

Position, shape and size. 

il. Surface. 
2. Climate. 
3. Soil. 

Nationalities. 

2. Characteristics. 

3. Language. 

Causes leading to its establish- j Norsemen or North- 
ment as a separate province. \ men— Rollo, &c. 

Its language in the eleventh century. 

Its relation to France. 

7. Its relation to the English language and institutions. 

' Barnes. General History, 354—339-341. 

Myers. Mediaeval and Modern History, 119, 
170, 171. 

Quackenbos. History of the World, 174. 

Masson. Concise History of France, 54. 

American Cyclopaedia. 

Chambers's Library of Universal Knowledge. 

Guizot. The History of France, Vol. I, 205-210. 

Abbott. Markham's France, 53 — 
[a. H. Johnson. The Normans in Europe, 35-37, 



ri. 

2. 

3. 

4. 

5. 



.6 References. ■ 



Outlines of History. 



51 



LESSON L. 



CO 



n. Time to 

2. The condition of England U; i^ f° f^Son"'- 
prior to the conquest. [ 3_ as to religion. 



3. The conquerors 
4. 



1. NationaUty. 

2. Characteristics. 

3. Language. 
1^4. Purpose. 

Nature of the f 1- Territory conquered. 

conquest. ( 2. Treatment of the conquered. 
Incidents and events. 

Barnes. General History, 338— 
Myers. Mediseral and Modern History, 23-26. 
Lancaster. History of England, 16 — 
Montgomery. The Leading facts of English 
History, 31 — 



6. References. ] 



Green. History of the English People, Vol. 

1,7-27. 
Swinton, Outlines of the World's History. 
Quackenbos. History of the World, 160-162. 



LESSON LI. 



1. His time 



1. Date to 

2. Condition of England. 



2. His ancestry 



(3. 







Political. 

Financial. 

Religious. 



Parentage. 

Race. 

Rank. 



3. His education, early instruction, &c. 

4. Incidents showing his character and tendencies in 

early life. 

5. Noted incidents in his life. 

6. His victories. 

7. His laws and translations. 

8. Nature of his government. 

' Montgomery. Leading facts of English History. 
Lancaster. A Manual of English History. 
Momhert, Great Lives. 
Myers. Mediaeval andModern History, 125-128. 

9. References. J ^r^^'*^- History of the English People, Vol. 
I I» 75— 

Thomas Hughes. Alfred the Great. 
American Cyclopaedia. 

Chambers's Library of Universal Knowledge. 
Ahhott. History of Alfred the Great. 



52 



The Topical Method. 



LESSON LIL 



1. Time 



2. Condition of 
England. 



1. Political 



Kind and condition of gov- 
ernment. 
Strength of the nation. 
1. Classes. 



ical. ■{ 
1 2. 



2 Social \ ^' ^^™i^y — social position of wo- 
* j man. 

3. Industries. 



3. The conquerors. 



NationaUty. 
Characteristics. 
Language. 
Purpose. 



4. Nature of the j 1. Territory conquered. 

conquest. ( 2. Treatment of the conquered. 

5. The decisive a:S:r;r.«'^'^- 

battie. ^ 3_ Implements and mode of warfare. 

' Myers. Mediaeval and Modern History. 
Lancaster. A Manual of English History. 
Montgomery. Leading Facts of English History. 
A. H. Johnson. The Normans in Europe, 133-147. 

6. References. "I ^^- ^- 1^^^^^'- Development of English Liter- 
ature, Vol. I, 8 — 

Green. History of the English People, Vol. I, 

116. 
Abbott. History of William the Conqueror. 



LESSON LIIL 



1. Time 



.to. 



2. Parties. 

3. Causes. 

4. Prominent leaders. {^; f^^^ench!' 

5. Decisive battles. 

6. Noted incidents. 

7. Results. 

Myers. Mediaeval and Modern History. 
Barnes. General History, 360-367. 
Montgomery. The Leading Facts of Enghsh 
History, 126-131. 
■Rafprpr>r>P<5 | Lancas/m A Manual of English History, 75— 
neierenceb. ^ ^^^^,^^ History of the English People. Vol. I, 
417— 
Massori. Concise History of France, 140— 
Guizot. The History of France, Vol. II, 41— 
I Barnes. A Brief History of France, 72— 



Outlines of History. 



53 



ESSAY VI. 



1. His time. 



The political condi- 
tion of Europe. 



Date to 

Leading nations. 
Prominent rulers 
and their atti- 
tude towards one 
another. 
f 1. Power of the Pope. 
The condition of I 2. Ignorance and super- 
the Catholic J stition of the mem- 

Church. I bership. 

3. Abusive practices in 
the church. 
4. State of learning in Eu- r 
rope — revival of, &c. 1 






_ T-T- X / 1- Nationality. 

2. His ancestry. \ 2. Parentage. 



3. The home of his childhood — his childhood life, &c. 

4. His education, school life, &c. — incidents, of. 

5. His life in the convent. 

6. His standing in the University of Wittenberg. 

ri. Causes. 

7. His opposition 2. P^^^^^P^I \^^i^/J^^^^^^^^^ 

to the church. ] 3 j^^g^its. ] 2. As to the growth of relig- 
[ ( ious liberty. 

Momhert. Great Lives. 

Myers. Mediaeval and Modern History, 368— 

Madaine. Mosheim's Ecclesiastical History, 

Vol. n. 7-13, 13-27. 
Barnes. General History, 438-441. 
D'Auhiqne. History of the Reformation, Vol. 
8 References \ I, 50-58-, 143-229-, Vol. II, 220-237-242. 
James White. Eighteen Christian Centuries, 423. 
a Geikie. The English Reformation, 113. 
John Frost. Eminent Christians. 
American Cyclopaedia. 

Lippincott's Pronouncing Biographical Dic- 
tionary. 



Here Island; lean do no other; may God help me! Amen." 



54 



The Topical Method. 



LESSON LIV. 



Her time 
of life. 



1. Date to. 



2. Circumstances. 



Keligious condition of 
France. 

The social and intellectu- 
al condition of the 
French people. 



The condition of France when 
she was called into public life. 



Her ancestry. \ \ ^-^^^^ 

Her education and early employment and associations. 

f 1. Political. 

J 2. Financial. 

I 3. Condition of the 

t army. 

Her achievements as a leader of the French army. 

Her capture, prison life, trial and execution. 

' Myers. Mediseval and Modern History. 

Montgomery. The Leading Facts of English 
History, 159. 

Barnes. A Brief History of France, 89 — 
L Guizot. The History of France, Vol. II, 241— 



7. References. - 



LESSON LV. 



' 1. In its first stage. 



fl- 



With movable 
type. 



3. References. ] 



1. Type. 

2. Material, &c. 

Inventors — their names and nation- 
alities. 

ri. Time. 

2. Introduc- J 2. First Printers, 
tion. 1 3. First books printed. 

1 4. First printing presses. 
fl. Opposers. 

3. Opposition to its J 2. Causes of opposi- 
introduction. 1 tion. 

[ 3. Incidents of 

1. As effecting thought and 
education. 

2. As effecting the church. 

3. As effecting the spirit of 
liberty and progress. 

' Quackenbos. History of the World, 266. 
Brande's Encyclopfedia of Science, Literature 

and Art. 
Chambers's Library of Universal Knowledge. 
American Sunday School Union. Caxton and 

The Art of Printing. 
Montgomerij. The Leading Facts of English 

History, 167. 
Green. History of the English People, Vol. 

II. 53. 



4. Results of. 



Outlines of History. 



55 



LESSON LVI. 



f 1. The time in which she lived to 

2. Her education and early associations. 

f 1. The part known to civilization 



3. Condition of the 
world during 
her time. 



The leading nations. 
The state of j 1. Pohtical. 

liberty. "j 2. Eeligioua. 

f 1. General educa 
The state of In *^o"- 

telhgence. 



2. Notions of the 
earth — its shape, 
motions, &c. 



4. Her personal appearance and general characteristics. 

5. Her station and possessions at the time of marriage. 

6. Result of her marriage to Ferdinand as efFectino- 

Spanish power. ^ 

7. Her relations to the discoveries in America. 

r Myers. Mediaeval and Modern History 
9. References, j Prescotl. Ferdinand and Isabella. 

(. Lossing. Cyclopaedia of United States History. 



LESSON LVII. 






1. His nationality and parentage. 

2. His education and early employment. 

1. The part known to civilization. 

2. The leading European nations. 
[1. Intelligence of the 

3. Condition of the \ „ xr''i^''^^V.v, . x. 
2. JNature of theteach- 



The condition 
of the world ^ 
during his 
time. 



Christian church. 



4. General ideas 
motion, &c. 



of 



mgs. 
3. Pow^er of the Pope, 
the earth — its shape, 



\l- 



Time to 

His first voyage I J" ^^^\^- 
to America. 



3. Incidents and discoveries. 

4. His return— what he brought— his re- 
ception, &c. 

1. Upon the spirit of adventure. 

2. Upon the prevailing idea as to the 
earth's shape, &c. 

3. Upon commerce. 
^ 4. Upon thought. 

{3fyers, Mediseval and Modern History. 
Prescott. Ferdinand and Isabella. (See index, 
Vol. HI.) 



The effects of his 
discoveries. 



66 



The Topical Method. 



ri. 

2. 



3. 



LESSON LVIII. 



world during 
his time. 



His nationality and rank. 

f 1. Part known to civilization. 
Condition of the | J- Leading nations. 

6. iLducation and general intelligence. 

4. As to generally accepted ideas of the 
earth — its shape, motions, &c. 

5. The power and influence of the Pope. 

Time to 

The route. 

Circumstances and purpose. 

Incidents and discoveries. 

fl. On the traffic of the Medi- 
terranean. 

2. On commerce in general. 

3. On the centers of trade. 



His voyage 
to India. 



ri. 

2. 
3. 
4. 



5. Effects 



f Myers. Mediaeval and Modern History, 352. 
4. References. J American Cyclopaedia 

I Barnes. General History, 426 

1 Willson. Outlines of Hfstorv, 321. 



LESSON LIX. 



Condition of the 
world during 
his time. 



J 4. 



5. 



ri. Time 



His nationality and parentage. 

His education, early training, occupation, &c. 

f 1, Leading nations. 
2. General education. 
8. Parts of the world known to civil- 
ization. 
Astronomical and Geographical no- 
tions. 
Relations of the church to the State. 
The presumptions and influence of 
the Pope. 

to 

il. Pope Alexander's meri- 
dian—the Pope's gift. 
2. The spice islands, &c. 

3. The fleet — under what flag, &c. 

4. The route, 

5. Incidents and discoveries, 
f 1. On Astronomical notions and 
I theories. 

2. On thought in general. 

3. On religious notions, the influ- 
ence of the church, &c. 

4. On commerce. 
Myers. Mediaeval and Modern History, 353 — 
Lossing. Cvclopajdia of U. S. History, Vol. II, 

835, 1117. 



4. His voyage 
around 
the globe. 



5. References. 



6. Eff"ects. 



Outlines of History. 



57 



LESSON LX. 



The time in which he lived, to 

ri. Nationahty. 



2. His ancestry. 



Parentage. 



1. Parents. 

2. The four houses represent- 

ed. 



3. 



His education, phxce of school -life, &c. 
ri. The leadino: nations 



The condition i ^ 
ofEuropedur-^3.g,^'^''be 



ing his 



reign 



u. 5. His empire. 



The state of individu- 
al Uberty. 

intelHgence. 
4. State of Christian- ( 1. 

ity. i 2. 

\l. When he came f i' Territory and resources, 
to the throne. 



1. Rehgious. 

2. Political. 

Catholicism. 
Protestantism. 



I 



When he left 
the throne. 



. fl- . 

' < 2. The nature of the gov- 
' I ernment. 

1. Territory and resources. 

2. Condition of the gov- 
ernment. 



UJ p 



His attitude towards the Protestant movement. 
His abdication, last years of his life, &c. 



8. References. 



Prescolt. History of the Reign of Philip the 

Second, Vol I, 1-24, 270- 
3fyerf<. Mediaeval and Modern History 
Motley. The Rise of the Dutch Republic. 

Vol. I, 56-77-80, 97, 102-107-118. 



o 
z 
< 

-J 

C5 
Z 
LU 

o 



Condition of 
Europe dur- 
ino; his reiofn. 



LESSON LXL 
Time of his life to 

Education, training, early characteristics and per- 
sonal appearance. 

" 1. Leading nations and their rulers. 

The state of liberty. | ^- f ^Jlf/^IJ^"^- 

State of intelli- r 1. General education, 
gence. \ 2. Sciences, &c. 

4. State of the church. U' Catholic. 
L 12. Protestant. 

His quarrel with the Pope. ] }/ ^e^uUs^'^^ incidents. 
His friendship for Francis I.— incidents of. 

f 3fi/ers. Mediaeval and Modern History. 

I Montgomerij. The Leading Facts of Englisli 
References. \ History. 

I Lancaster. A Manual of English History. 

L Green. History of the English People. 



58 



The Topical Method. 



LESSON LXIL 



1. Time to 

2. The character and the office of Tetzel. 

3. The character and j^urpose of Pope Leo. 

f 1. His associates. 

4. Tetzel in his passage I 2. His mode of travel. 

through the country. J- gl^^i^P^^7- . , ,, , 

° •^14. His reception into the towns. 

[ 5. Incidents. 

f 1. Classes and nature. 
I 2. Prices. 

5. The indulgences. ^ 3. By what authority granted. 

I 4. How regarded by the masses. 
[5. By whom opposed. 

6. Results of the enterprise. 
Maclaine. Mosheim's Ecclesiastical History, 

Vol. II, 14— 
Myers. Mediaeval and Modern History, 366— 
/ References \ D'AuUgne. Historv of the Reformation, Vol. I, 
238— 
I Eighteen Christian Centuries, 425— 
[ American Cyclopaedia. 



LESSON LXIII. 



n. 

2. 
3. 



Definition. 

Its size and influence. 
Why sent against England. 
1. Time and place. 



Its defeat. J 



Leading nations of Eu- 
rope. 

2. Circumstances, -j 2. The leading rulers. 
3. Relations of Spain to 

England. 

3. Incidents of the battle. 

4. Causes of the defeat. 



Effects of 1 1' }{P^^ ^P^\^- . 
\ 2. Upon England. 



5. Its end. 



Lancaster. History of England, 

Myers. Mediaeval and Modern History, 431-433. 

Green. History of the English People, Vol. II, 

D. Keierences. ^ Montgomery. The Leading Facts of English 
History, 220. 
Motley. The United Netherland. See index, 
L Vol. IV. 



Outlines of History. 



59 



ESSAY VIL 



m 



1. Time of his life to 

L. Ancestiy.|2. Parentage. 

3. Why called William of Nassau, William the Silent. 

4. His education, early occupation and associations. 

5. His wealth, manner of living, &c. 

fl. The leading nations. 

6. The condition of Eu- I 2- Reform movement. 

rope during his life. \ ^l P^^inent rulers 

^ ^ I 4. The relations of England and 

L Spain. 

7. Condition of the f i. As to commerce and manufacturing. 
Netherlands ol I 2. As to religious sentiment, 
the accession at I 3. National enemies of. 

4. National friends of. 



Philip II. 



8. The Spanish army sent 
against the Netherlands. 



1. Its character. 

2. Its purpose. 

3. Its dejDredations. 



9. Incidents showing the patriotism and self-denying 

efforts of William. 

10. His death — circumstances and incidents of. 

11. Relations of his efforts to republican institutions and 

individual liberty. 

^ 3fifers. Mediaeval and Modern History, 444- 

452. 
Motley. The United Netherlands, Vol. 1, 1— 
3Iotley. Rise of the Dutch Republic, Vol.1, 
^^ r^ ^ J 106, 201, 203. See index Vol. III. 

12. Kelerences. 1 American Cyclopaedia. 
Lippincott's Biographical Dictionary. 
Chambers's Library of Universal Knowl- 
edge. 

. Barnes. General History. 



" As long as there is a living man left in the country, we will contend 
for our liberty and our religion." 



Better a droumed land than a lost land.' 



60 The Topical Method. 



LESSON LXIV. 



1. The time of her reign to 

2. Her education and early training. 

3. Her church and her attitude towards other churches. 

1. PoUtical — s<"anding 
among other nations 

2. Financial. 
, _. Industrial. 

^^^g"- I 4. Religious. 

As to her navv. 



4. Condition of 
England. 



At commence- 
ment of her 



il: 



ri. Political. 
I 2. Financial. 



her reign. j ^^ j^eiigjo^g^ 
t 1 5. As to her navy. 

5. Her attitude towards Philip. 

6. Her attitude towards the Netherlands. 

7. Her influence upon the Protestant movement. 

f Myers. Mediaeval and Modern History, 424-434. 
1 Green. History of the English People, Vol.11. 224 — 

8. Refer- J Montgomery. The Leading facts of English Histo- 
ences. | ry, 208-222. 

I Motley. The Rise of the Dutch Republic. See in- 
t dex, Vol. III. 

LESSON LXV. 



CO 



1. Position, shape and size. 

2. The original condition of. 

^ fl. Description of. 

3. The d3^ke sys- J ^ .^^. ] i. Time. 

tern. i "■ ^^^8^^ *^ ■ j 2. Circumstances and causee. 

4. The ear- J l. Inthe North { \ R^^«;^3 ^„^ eharacteristics. 
iy inhab-1 ( i j^^ce 

itants. [ 2. In the South, j ^ ^^^^g ^^^ characteristics. 

\ 5. Rivers, canals, &c. 
6. Condition at the be- f 1- Cities and town^. 
ginning of the six- J | Rm^al.sc^en^^^^ 
teenth century. [4; industS'^' 

f Young. History of the Netherlands, 12 — 
Myers. Mediaeval and Modern History, 437— 
7 References \ ^^PPi^^ott's Pronouncing Gazetteer of the 

I Motley. The Rise of the Dutch Republic, Vol. 
I I, 1-11. 



Outlines of History. 



61 



LESSON LXVI. 



1. 

2. 
3. 
4. 
5. 

6. 
CO I 7 

ii 



r\,'^.- f 1. Time and place. 

Uiigm. I 2. Circumstances and purpose. 

The Heresy-hunters. 

Inquisitors. 

Modes of trying the accused. 

Modes of j 1- Machines of torture. 

punishment. ( 2. Modes of putting heretics to death. 

Incidents showing its extensive use and influence. 

^ Myers. Medireval and Modern History, 319- 
320, 374-376. 

I American Cyclopaedia. 
Chambers's Library of Universal Knowledge. 

I Machune. Mosheim's Ecclesiastical History, 

J _ Vol. T, 373, 403. 

I Lippincott's Encyclopsedia of Religious Knowl- 

I edge. 

I American Sunday School Union. The Inquisi- 
tion in Spain and other countries. 

I Backhouse. Witnesses for Christ, Vol. I, 344 — 

I Vol. II, 457, 490— 



8. References. 



1. 
2. 

3. 

4. 
5. 
< b. 

OQ 

^ 8. 



LESSON LXVIL 



Time 

The originator and f 1. Name and characteristics, 
instigator. \ 2. Purpose of 

\ 1. Number killed. 



Its nature. 



] 2. Time and method of the butchery. 



Circumstances and incidents of. 

How regarded by Philip II. of Spain. 

How regarded by the Pope. 

Its influence upon the cause of the Huguenots. 

Its influence upon the Protestant movement in gen- 



eral. 



9. References. 



r Collier. The Great Events of History, 204- 
Myers. Mediaeval and Modern History, 464-466. 
Barnes. Brief History of France, 130-131. 
Sw'mton. Outlines of the World's History. 
American Cyclopaedia. 

Chambers's Library of Universal Knowledge. 
Motley. The Rise of the Dutch Republic, Vol. 
II, 84— 



62 



The Topical Method. 



LESSON LXVIII. 



the 



CO 



1. The city belore I 2. Its canals, streets, Hengiest tower,&c. 
the seige. 1 3. The surrounding country and its 

[ scenery. 

f 1. The forces in the city. 

2. The Spanish forces. 

3. The position of William the Silent. 

4. The main reliance Q- Stout hearts within the wall 
^ ,, ., ^ 2. Sleepless energy of Wm. tl 
ot the city. [ gjient without. 

5. Exhortations and conduct of William. 

{1. Of the people of Holland — illustrated 
by incidents and expressions. 
2. Of the people of Leyden—illustratred 
by incidents and expressions. 

7. Events and incidents of the siege. 
r, T^ T r Ji • f 1- Causes. 

8. End of the siege. ) 2. incidents of. 

(3. Results, 
f Myen. ]\Iedi£eval and Modern History, 
i 446-448. 

9. References. J 3fotlei/. The Rise of the Dutch Republic 
I ^ Vol. II. 529-580. 

[ I Barnes. General. History. 






LESSON LXIX 



fl. Time of reign 



< 



to 



1. Parentage. 

2. Nationality and House. 



Ancestry. 

His position prior to being king of England. 

fl. Powers of parlia- 
I ment. 

The influence of his reign upon j 2. Financial, 
the condition of England. 1 3. As to religious lib- 

I erty. 

[4. Power of the crown. 

Colonization in America during his reign. 
His relations to the government of Scotland. 
Incidents and events of his reign. 
His leading motives and characteristics. 

r Lancaster. A Manual of English History. 
Montgomery. The Leading Facts of English 
References. < History. 

Green. History of the English People. See 
[ index in Vol. IV. 



Outlines of History. 



63 



LESSON LXX. 



fl. Time to 

2. Nationality, parentage, &c. 

3. His education, religious notions, &c 

4. His early occupation. 

5. In his relations to the gov- j g 



ernment of France. 



His office. 

His policy and efforts. 

His influence upon the 
crown and the govern- 
ment. 



6. His relations to the churcli. 

7. His part in the Thirty Years' War. 

8. His end, popularity, &g. 

9. His leading motives and characteristics. 
f Barnes. A Brief History of France, 150-156. 

Myers. Medi?eral and Modern History, 469- 

472,485-491. 
Masson. Concise History of France, 338 — 
Guizot. The History of France, Vol. IV, 

33-164. 



10. References. 



LESSON LXXL 



1. His time 



-J 
o 
o 
< 

> 
< 

C5 



.to. 



Nationality and parentage. 

Condition of Eu- f 1- The leading nations and their rulers, 
rope duringthe I ^^ , , , [1- In England 
^ \f ^ f\2. The state of 2. In the Nether- 

last few years of] ^^^ Protestant^ lands, 

his lite. ^ movement. I 3. In France. 

[4. In Germany. 

1. Time engaged to 

2. His purpose. 



His part in the 
Thirty Years War 



I. 



I 3. His achievements. 
1.4. Inc 



His death. 



Incidents and events. 

1. Time and place. 

2. Incidents. 

Tllustrate. 



His prominent characteristics. 

Myers. Mediaeval and Modern History, 480-483. 
Masson. Concise History of France, 357. 
Maclaine. Mosheim's Ecclesiastical History, 

Vol. II, 185. 
Swinton. Outlines of the World's History, 365— 
References. -{ Quackenbos. History of World, 311 — 

Yonge. Young Folk's History of Germany, 
337 

Guizot. The History of France, Vol. IV, 116. 
Lippincott's Pronouncing Biographical Dic- 
tionary. 



64 



The Topical Method. 



LESSON LXXII. 

1. His time to 

2. Nationality^ and rank. 

3. His education, early tendencies and associations 

4. His early occupation. 

I 1. In 1649 



Condition 
of England. 



2. At his 
death 



is. 



1. Political. 

2. Financial and industrial. 

3. Moral and religious. 
Political. 

Financial and industrial. 
Moral and religious. 

1. As a soldier and general. 

2. As a statesman. 



6. His character and influence 

7. His army. 

8. Some of the noted events of his life. 

9. The influence f 1. Upon England. 

of his life. ( 2. Upon the colonies in America. 

' Green. History of the English people. See 

index, Vol. IV. 
Montgomery. The Leading Facts of English 

History. 
^ Macaulay. The History of England. See 

index of last volume. 
I Myers. Mediaeval and Modern History, 
I Lancaster, A Manual of English History. 



10. References. 



LESSON LXXIII. 



1. Time of existence as a law 



to 



2. Publication of. 



^i 



1 . Time and author. 

Circumstances and causes. 
Purpose. 



3. Its nature. 

4. Its influence upon the Protestant movement in France. 



t^5. 



Its Revocation. 



1. Time. 



3. 

^4. 



Circumstances and causes. 

By whom revoked. 

Nature of the act of revocation. 

1. As effecting theHuguenots. 
Results \ 2. As effecting Fracne. 

3. As effecting other countries 



' White. Eighteen Christian Centuries, 483 — 
Barnes. A Brief Historv of France. 
^ ^ ^ Giiizot. The History of "France, Vol. HI, 444, 

6. References. ^ Vol. IV, 70-334. 

Myers. Mediaeval and Modern History, 468-496. 
W. C. Martyn. A History of the Huguenots, 
L 459-474-503-515. 



Outlines of History. 



65 



ESSAY VIII. 



1. Time to 



2. 



Circumstances 
and causes. 



1. Time to 

2. The character and de- 
portment of Louis. 

3. His court, 

4. John Law's financial 
scheme — its eflTects, 
&c. 

Character of Louis XVI. 

The nature of French Philosophy. 

1. The condition of the 
nobility. 

2. The condition of the 
masses. 

3. The financial condi- 
tion. 

4. Taxes and mode of 
taxation. 

5. Relation of the peas- 
ant to the nobility. 

Nature and influence 
of the church. 



1. The reign of 
Louis XV 



4. The general 
con dition - 
of France 



6. 



UJ 

oc 

X 

z 

UJ 

cc 
u. 

UJ 



steps into the 
revolution. 



5. The influ- 
ence of the 
American 
Revolution t 

Parties and leaders. 

1. Calling of the States-General. 

2. The National Assembly. 

3. The Revolutionary Commune of Paris. 

4. The National Guards. 

5. Stomiing the Bastile. 

6. The abolition of privileges. 

7. "To Versailles." 

Incidents and events of. 

T^rY. i f i 1. Upon the condition of society. 

iJiHectS 01. j 2. Upon the government. 

As an object lesson for the statesman. 

f Barnes. A Brief History of France, 199— 
Myers. Mediaeval and Modern History, 577- 

621. 
Barnes. General History, 536-547. 
Guizot. The History of France, Vol. VI. 
Swinton. Outline of the World's History. 
Quackenhos. History of the World, 395-404. 
Andrews. Institutes of General History, 347- 

391. 
Willson'. Outline of History, 445-475, 833-845. 
Morris. The French Revolution. 
Carlyle. History of the French Revolution. 
Edmund Burke. Reflections on the French 

Revolution. 



8. References. - 



"After us the deluge.'^ 



The Topical Method. 



LESSON LXXIV. 

f fl. Date to 

1. His time. 1/2. Political condition Q:!;-;^!^^^^^^^^^^^^^^^ 



I, of Europe. li; Peace or war. 

3. His boyhood, education, early tendencies, &c. 

fl. Territorial. 

4. The condition of I f 1. Nature of govern- 

Russia at the 2. Political. \ « S'Tl- . ,^ 

' • -. o Relation to other na- 



commencement 
of his reiu^n. 



tions. 

3. Social and industrial. 

4. ReligidUf! and educational. 



5. His Visit to west- Q;?;;--;!^-^^- 

ern H^urope. ( 3^ ^y^^^ j^, accomplished. 

6. His reforms. 

7- Incidents showing his characteristics. 

8. Change in Russia f^' ^^lli^^'' 
durnig his reign. ] I Social. 

4. Industrial. 



9. References. - 



Mombcrt. Great Lives. 

Eambaud. The History of Russia (Translated 

by L. B. Lang) see index Vol. II. 
3fyer.^. 'Mediaeval and Modern History, 552. 
Quackenbos. History of the World, 357. 
[ American Cyclopaedia. 



LESSON LXXV. 



fl. The time of his reign to 

2. His parentage. 

3. His characteristics, eccentricities, &c. 

4. His giants. 

5. His tobacco parliament. 

6. His notions in regard to education. 

7. His leading purpose and policy. 

i 8. His domestic habits and deportment. 

9. The influence of his f ]- j^ [^ ^o^ciarcustoms. 

reign on Prussia. (3^ ^s to the army. 

f Barnes. General History. 

I Myers. Mediaeval and Modern History, 570- 

10. References, j Mamulay. Essays, Vol. H, 107. 

I Lippincott's Pronouncing Biographical Dic- 
1^ tionary. 



Outlines of History. 



67 



LESSON LXXVI. 



^■l 



1. His time of reign to 

2 His parentage. 

3. His education and early tendencies. 

4. Incidents of his early life. 

5. His part in the war of the Austrian Succession. 

6. His part in the Seven Years' War. 

7. His part in the dismemberment of Poland. 

8. The effects of his reign upon Prussian power. 

9. His leading motives and prominent characteristics. 

f Myers. Mediaeval and Modern History, 572— 
I Macaulay. Essays, Vol. II, 657. 
I American Book Exchange. Acme Biogra- 
\ phy. 

Mombert. Great Lives. 
Barnes. General History ,527. 
American Cyclopaedia. 



10. References 



LESSON LXXVII. 



, Date to 

, Leading nations of Europe. 
Condition of Q- Political parties. 
England. 2. Power of Parliament. 
^ 13 Power of the crown. 

r 1. Political parties. 
1. His time. \ 4. Condition of J 2. Rights of the people. 
France. 1 3. Power of the crown. 
[ 4. Condition of society. 

{L As to good will and 
peaceable relations. 
2. As to comparative 
strength. 

His parentage and state of nativity. 

His education and early employment. 

Incidents showing his early characteristics and ten- 
dencies. 



His achievements. 



i 1. As a general. 

1 2. As a statesman and ruler. 



Incidents illustrating his ruling motives and leading 
characteristics. 

The influence of his life and efiforts on the demo- 
cratic sentiment of Europe. 



The Topical Method. 



LESSON LXXVIII * 



1. His time to 

2. Condition of France fl- Nature of the government. 

during his boyhood J 2- Condition of the lower classes, 

and youth. l' l'^^^^^''^^ ^T^^^r^,''- . 

•^ [4. Religions, infidelity, &c. 

3. His nationality and parentage. 

4. His education, early tendencies, general appear- 

ance, &c. 

5. His part in the French Revolution. 

6. His Italian Q- ^,^?^ ™^®- , , , • ,,• 

< 2. His first speech to his soldiers. 
campaign, j^g Result of the campaign. 

7. His expedition to Egypt. { f-P°-^. 

8. The coup d'etat. 

\ 9. His Russian campaign. { Sf' ^^• 

10. On the Island of Elba. 

11. His return from Elba to Paris. {^^^^^^;;^^4^"^^^- 

12. His return from Waterloo. 

13. On the Island of St. Helena, his death, &c. 

14. The secret of his power, 

f Barnes. A Brief History of France, 192, 222— 

Myers. Mediseval and Modern History. 
I Guizot. The History of France, Vol. VI. 
I See index Vol. VIII. 

Barnes. General History, 547. 

Lippincott's Pronouncing Biographical Dic- 
tionary. 

Momhert. Great Lives. 

W. H. D. Adams. Washington and other 
great military commanders. 

W. Hazlitt. Life of Napoleon Bonaparte. 

*' There shall be no Alps." 



15. References, i 



•May be more conveniently taken in two lessons. 



Outlines of History, 



6^ 



LESSON LXXIX. 



< 



f 1. Time 

2, Leading in- 
ventors. 



1. Invention. 



1'^ 



1 

The first J ^ 
steamboat ^ 



The first 
steamship. 



Name and nationality. 
Their efforts, failures, sue- 

cesses, &c. 
The inventor and owner. 
Name and description of 
boat and line of operation. 
3. Time of first trip, incidents, 
&c. 

1, Inventor and owner. 

2, Name, description, line of 

operation, &c. 

3, Time of first trip, incidents 

of;&c. 



General introduc 
tion and use. 



.r 



Time 



2. Eff'ect of 



3. Improvements. 



r 1. As to 5 
\ 2. As to ( 
1 3. Speed, 



4. 



f 1. On commerce. 

2. On travel. 

3. On trade, general busi- 
ness centers, &c. 

As to size. 

comfort. 
&c. 

f McMader. Historv of the People of the Uni- 
I ted States, Vol. I, 50, 222,412,433,436; 

References { Vol. II, 77, 79. 

I Helen A. SmitL One Hundred Famous Amer- 
t icans, 6-8. 



LESSON LXXX. 



n 



First intro- 
duction. 



< ^ 



I 



Early inventions ( 1. Parties to. 

and experiments^ 2. Incidents. 

in England. 1 3. Failures, successes, &c. 

The first steam f ^ where and when built. 

railroad in U. structure. 
America. I 

{1. Description of. 
'^rd'f^eight.^''''''^'" 
3. Speed, &c. 



General intro- 
duction and " 
use. 



1. Time 

2. Into what country first introduced. 
f 1. Upon transportation and 

trade. 
I 2. Upon travel. 

3. Eflects of. -I 3. Upon the location and 
growth of cities. 

4. Upon wealth and civili- 
ty zation. 

(Kennedy. Wonders and Curiosities of the 
References. ' Railway, 1-5, 6-29, 30-67, 114— 

] Lossing. Cyciopsedia of United States History. 
[ Myers. Mediaeval and Modern History. 



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[ HISTORY OF THE UNITED STATES. 



ASSIGNMENT OF FIRST LESSON* 



We are to study the History of the United States. What 
can be said of this country of ours, class? What is its stand- 
ing — its influence among the nations? 

**It is a great nation." 

In what ways is this country a great nation ? who will tell 
us? Hands up ! James may tell us. 

'*This is a great country because it has an extensive ter- 
ritory and a large population." 

Yes; and in what other way is it a great country? Mary» 
please tell us. 

''It has a rich soil and a good climate." 

Very Good. What else, Frank? 

"The United States has a good government." 

Correct. No nation has a better government than the Uni- 
ted States. Who will tell us something else that makes the 
United States a great nation? What does Anna say? 

•'It is a great nation because it has a good class of people 
in it." 

* Having studied the topical lessons given In the preceeding course the pupils 
are prepared to persue the subject of United States History hy a more systematic 
and philosophical method. They are now ready to give more attention to the 
relaticms Of events OS causes and effects^ and to the spiritual and physical agencies 
that operate in the development of a civilization and determine the nature of its 
government and institutions. 

The philosophical method of historical study is the natural method. The skill 
and ingenuity of the teacher will give inspiration to the class and direct it in its 
proper lines of research. 

Next to a good library the means and opportunities at the hands of the teacher 
are the analysis of the subject, the assignment of the lesson and the discussion 
of the subject-matter in the recitation. Of these the assignment of the lesson 
must not be deemed of secondary importance. Each teacher should be an embodi- 
ment of his own method. The model here given can be only suggestive. The end to 
be sought is, 1st. that the pupils shall become interested in the subject of the les- 
son and have a desire to know more about it. 2d That they have a definite idea 
of what they are to do in the preparation of the lesson, and 3d. that they hare 
sufficient understanding as to the sources of information, 



72 The Topical Method. 

That is correct. No country has a better class of people in 
it than the United States. No people have a higher standard 
ef civilization than ours. 

Is this an old or a new country, class? 

"It is a new country." 

Correct. Our government is only about one hundred years 
old. It is the youngest of the principal nations of the earth ; 
yet in all best things it is equal to the greatest of them. Why 
is this the case? Is it because our country has a superior terri- 
tory or the more favorable situation, or is it because it has 
been more fortunate in the circumstances of its settlement 
and growth ? We shall not hope to answer these questions 
at this time, but must look to the history of the country for 
the story of its development and the causes of its great- 
ness. To learn this story, then, and to find answers to 
these and other like questions is the purpose for which this 
class has been formed. 

You say the United States is a great nation because it has 
a large and rich territory. How many of the class think that 
the territory and climate of a country have an influence upon 
the institutions and industries of the people who live in it? 
Hands up ! 

You who have your hands up are right. On our broad prai- 
ries the country is level, the soil rich and the climate mostly 
temperate ; what may we expect to find as the chief industries 
of the people who live there ? 

**Farming and raising stock." 

Very well. In the New England States the land is hilly 
and rough, the soil poor, and the creeks and rivers run rapidly 
over their rocky beds. What may we expect to find the people 
doing in New England, Henry? 

"Manufacturing." 

Very good. What else, Waldo? 
"They will be farming too." 
Very well. What does Lucy say? 
"Some will be fishing also." 



History of the United States. 



Why may "vre expect to find some fishing? 

"Because there are many good fish in some of the waters 
belonging to the New England States." 

In Mexico and South America the climate is warm and the 
people do not have to work very hard to get food, and do not 
require much clothing or very substantial houses to keep them 
comfortable. What kind of people shall we find in Mexico or 
South America? 

''Indolent people." 

Very well. 

"Lazy people." 

Yes, that is much the same as indolent. 

"Black people." 

Why dark colored people, Lizzie? 

"Because a warm climate makes the skin dark." 

What do you say now, class ; do the natural conditions of a 
country have anything to do with the industries and character- 
istics of the people? 

"They do." 

Then we will take for our first lesson something of the Phys- 
ical Geography of the United States. 

Where is the United States situated, class? 

"It is situated in North America." 

Can we understand the physical features of the United States 
without some knowledge of North America? 

"We cannot." 

We will then have our lesson extend over North America, 
and I will write on the black-board, as the subject of our 
first lesson : North America. What do we wish to learn of 
North America, class ? Do the shape and position of a coun- 
try bear any relation to the character and history of its people ? 

"They do." 

Then as the first topic to be considered under the subject of 
North America, I will write : Shape and position. After shape 
and position, what shall we next write as a topic for study? 

"Its surface." "The coast line." 



74 The Topical Method. 

What does the coast line have to do with the history of a 
country, Alice? 

"By a knowledge of the coastline we can tell where the best 
harbors are, and good harbors have towns located on them." 

Yes, and in the settlement of a country the first colonies 
are generally founded in the vicinity of good harbors. For a 
second topic I will write : Physical features as a more general 
topic, and under che head of physical features I will write : 
1. Coastline; 2. Surface, with its subdivisions of mountains, 
low-lands, &c. ; 3. Waters, and 4. Climate. 

What shall be another general topic, Lucy? 

"What the country produces." 

Very good. As a third topic we will write : Products and 
natural resources, and fourth., as closely related to the third 
topic, we will want to study the leading industries of the coun- 
try. As a Jifth topic under the subject North America, we 
will write : Political divisions. I shall want you to tell us : 
1. What is meant by a political division and wherein it dif- 
fers from a natural division ; 2. Give the names of the dif- 
ferent political divisions and tell their relative positions ; and 
3. Give some of the causes that lead to the political divisions 
of a country, ^s a sixth and last topic in the lesson, I will 
ask you to name the four largest cities in the United States, 
and give: 1. The location of these different cities, and 2. 
Some of the influences or causes that determined their location 
and favored their growth. * * * * 



HISTORY OF THE UNITED STATES, 



LESSON I. 



1. Shape and position. 



Physical feat- 
ures. 



1. Coast-line. 

{1. Mountain systems. 
2. Plains. 
3. Low lands. 

3. Waters. 

4. Climate. 



Products and natural resources. 



Leading industries. 



5. Political 



Definition — How difierent from a natural di- 
vision. 



rlivic^ioTm i 2- Causes leading to. 
aivibionb. o XT„,^^ +1,^ j.-flf — 



Name the different political divisions and 
give their relative positions. 



The four largest 
cities in the 
United States. 



Name'and location. 
Causes that determined their location 
and favored their growth. 



7. References. 



Gray. National Atlas, 11-13. 
Barnes. Complete Geogoaphy, 30-32. 
Guyot. Physical Geography, 120-121. 
Maury. Manual of Geography, 20-22. 
American Cyclopaedia. 
Maury. Physical Geography, 205-208. 
^ Appleton's Physical Geography, 22-24. 



* The subject-matter as given in the different lessons may be varied and suited to 
the advancement of the class and the sources of information to which the pupils 
have access. ^ , , . 

In some cases it may he found advisable to divide the topics of the analysis and 
provide for two lessons on the subject instead of one. In history as in other 
branches of study a common error is to assign too much for a lesson. 

Until the pupils become somewhat acquainted with the different books of refer- 
ence and learn how to use them the references should be made explicit by giving 
volume, page, &c. ^ ^ ^ ^ 

Careful attention given at the beginning in showing the pupils how to study, 
will give rich returns in the way of a good start and satisfactory work through 
the term. . , 

It is generally more satisfactory to begin with a few references. As the class ad- 
vances the scope of reference should be widened and a more exhaustive research 
encouraged. In the following lessons the matter of the references has been left 
mainly with the teacher who can judge best of the capacity of the class and the 
opportunities for research. 



76 



The Topical Method. 



CO 



LESSON II. 



'1. Shape and position. 



features. 



f (1. Mountains. 

1. Surfrce. ^ 2. Plains, 
o PhvsiPfll ' 1 3. Lowlands. 

z. rnysicaij 2. Coast-lines and harbors. 

q TVatoT-c / 1- Rivers and river systems. 

6. waters. 1 2. Lakes. 

4. Climate. 



3. Political divisions. 

4. Products, natural resources, &c. 

5. Industries. 

'1. Number. 

2. Classes or nationalities. 

3. Marks ot distinction between the differ- 
ent nationalities. 

4. Why so many different nationalities in 
the United States.? 

7. Kind of Government. 



6. Inhabitants. ' 



LESSON III. 



1. Why called Indians. 

2. Their leading characteristics. 

3. Their industries, occupations, &c. 

4. Their religion, system of worship, &c. 

5. Their education, language and literature. 

6. Their systems of government. 

1. The home. 

2. The position and influence of woman. 



Manners and 
customs. 



3. Marriages and marriage relations. 

4. Funerals, &c. 

L 5. Amusements — games, &c. 

8. Their origin and history. 

9. Their relations to the United States government. 

f Bancroft. History of the U. S., Vol. I, 80— 

Taylor. Model School History, 19— 

Ridpath. History of U. S., 11-14. 

Quackenbos. History of U. S., 31-42. 

10 T^pfpTPnrpR Lossinq. Outline History of U. S., 15-18. 
iu. Keterences. J ^^^^^ g^^^^^ ^.^^^^^ j^ ^^ ^_^^ 

Edward Eggleston. History of United States 

and its people, 71-78. 
McMaster. A History of the people of the 

United States, Vol. I, 5-8— 



History of the United States. 



77 



ESSAY I.^ 



fl. The time in which he lived to. 

2. His ancestry. {^; NationaUty. 



3. 



' 1. The part known to civiUzation. 

2. The leading nations. 

3. The kinds of governmen*^. 
a. Intelligence 



The condi- 
tion of the 
world dur- 
ingjhistime 



4. 



The condition of the 
Christian Church. 



of 



6. 



the clergy. 

b. The nature of 
their teachings. 

c. Relations of the 
church to the 
state. 

The state of individual f Political. 

liberty. \ Religioua. 

rru 4. 4. r r «• General education. 
The state of \ ^ ^^ ^. ^ ^^ ^^^ 

mtelhgen 



off?: 

ice. I 



shape, motions, &c. 
^ 7. Occupations of the people. 

4. His education and early associations. 

5. His religion, notions of astronomy, &c. 

6. His struggles against opposition. 

7. His voyages — especially the first. 

8. His leading motives and characteristics. 

Prescott. Ferdinand and Isabella, Vol. II, 114- 

166, 460 ; Vol. Ill, 252. 
Lossing, Cyclopaedia of United States History. 
Mombert. Great Lives. 
Barnes. General History, 426. 
Mosheim's Ecclesiastical History, Vol. II, 7-13. 
Myers. Mediaeval and Modern History, 320- 
9 References i 321, 351-352. 

a Geikie. The English Reformation, 66— 
Painter. A History of Education, 93-118. 
D'Aubigne. History of the Reformation, Vol. 

I, 50-68. 
R. H. Labberton. New Historical Atlas. 
Abbott. The Romance of Spanish History 190- 
t 202, 253-271. 



*In the department of United States History the series of essays is designed to 
serve a two-fold purpose: First, to bring before the class the most important 
parts of collateral history, and second to secure a more extensive and thorough 
study of the central subjects of United States History than is likely to be obtained 
through ordinary study and recitation. Therefore to omit or neglect the essays 
would be 10 leave out essential links in the chain. 

It is not expected that the writer will follow strictly the order of the analysis. 
Yet it is desirable that the essay shall cover the subject-matter outlined m the 
topics. The essays should be prepared and handed, in neat form, to the teacher 
for examination. After which they should be returned to the pupils, and by tnem 
read in the presence of the class 



78 



The Topical Method. 



LESSON IV. 



3. His conquests 
in Mexico. 



1. Rank and nationality. 

2. His occupation and labors in the earlier part of his 

life. 

fl. Time to 

2. Territory, &c., fl. Territory, 
conquered. \2. Cities. 

3. His outfit. 

4. His mode of travel. 
1 5. Noted events. 

6. Principal achievements. 

7. The characteristics and civilization of 
the Aztecs. 

_ 8. His treatment of the conquered. 

4. His death — time and place. 

5. His leading motives and characteristics. 

ri. Political. 

6. Results of his conquests in Mexico. J 2- Social. 

1 3. Religious. 
4. Moral. 



LESSON V. 



'l. His ancestry. {g^j;k^^li,y 

2. His education and early associations. 

3. His employment during the earlier part of his life. 

'1. Time. 

4. His explorations 2. Outfit. | ^' Expedition. 

and conquests ] 3 ^.^ ^^^ J ^^^ ^^^^ ^^ ^^^^^j^ 
m Peru. 4. Noted events. 

[ 5. His treatment of the natives. 

,5 Hi<^ denth / "^'^^^ ^^^ P^^^®' 

0. -tiisaeatn.j(..j.^^^j^g^^j^^gg^ 

6. His religion, leading characteristics and motives. 

7. The results of his conquests. 

f Prescott. History of the Conquest of Mexico, 
Vol. Ill, 300— 
Lossing. Cyclopaedia of U. S. History. 
Lippincott's Pronouncing Biographical Dic- 

8. References.-! tionary. 
Robertson. The History of America, 385 — 
Baldwin. Ancient America, 224 — 
Quackenbos. History of the U, S., 63-65, 
American Cyclopaedia. 



The History op the United States. 



79 



<i> 



Ul 



LESSON VI. 



His ancestry, {^^.tnality. 



1. 

2. His occupation in the earlier part of his life. 



His explorations 
in America. 



r 1. In South and Central America. 

1. Time to 

2. Territory explored. 

3. His outfit. 
In North J 4. His mode of travel in 

America. 1 the new world. 

. Noted events. 
, His attitude towards 
the Indians. 

TT^c /^/^o+V, / 1- Time and place. 
His death. 1 2. Circumstances. 

His religion, motives and leading characteristics. 
The end of his company and the result of his explo- 
rations. 



LESSON VII. 



3. 



His rank and nationality. 

His education and early occupation. 



UJ 

I- 

< 

u i 

CO 

UJ 

s 
< 



His discoveries 
and explorations 
in America. 



{1st. voyace. 
2d. 
3d. 

2. Territory explored. 

3. The object. 

4. The general characteristics of his 

men. 

5. Noted events connected with his 

explorations. 

6. His treatment of the Indians. 



4. His religion and leading characteristics. 



5. Results of his discoveries in America 



-I 



6. References. - 



Political. 

Commercial. 

Keligious. 

Bancroft. History of the U. S., Vol. 1, 14-16. 
Lossing. Cyclopaedia of U. S. History, Vol. 1, 209. 
Ridpath. History of the U. S., 30-32 
American Cyclopaedia. 

Lippincott's Pronouncing Biographical Dic- 
tionary. 
Labberton. Historical Atlas. 



80 




The Topical Method. 




1. 

2. 


LE5 

His ancestry. {^^^^^ 
His education, ear 


;SON VIII. 


z 


mtage. 
Lonality. 

ly occupation and associations. 


s 
< 

X 


3. 


His explorations 
and discoveries - 
in America. 


^1 Time / ^^^"^^ ^^y^^® ^ 

' \ Second voyage to 

2. The leading object. 

3. The territory explored. 

4. Important discoveries. 

5. Noted events. 

, 6. His relations with the Indians. 


Ul 

3 


4. 


His death, place of burial, &c. 


% 


5. 


His religion, ruling motives and leading characteristics. 




6. 


Eesults of his explorotions f ^- Political, 
and discoveries in America. 1 3' gocTauXdigious. 




LESSON IX. 



n. His nationality and rank. 

2. His education and early religious training. 

3. His occupation in the earlier part of his life. 

fl. Time to 

2. Territory. 



4. His explorations | 3, Mode of travel and outfit. 

and labors in ^ 4. Noted events connected with his 
America. labors. 

5. The object. 
,6. His influence upon the natives. 

5. His death, grave, &c. 

6. His leading motives and characteristics. 

7. The result of his labors. {1; ^l^^_ 

8. The source of his great energy and influence. 

9. His co-workers in the missionary service. 

^ Lossing. Cyclopaedia of U. S. History, Vol. 

II, 845. 
Bancroft. History of the U. S., Vol. II, 325- 

332. 
Chambers's Library of Universal Knowledge. 
) American Cyclopaedia. 
Ihalheimer. Eclectic History of the United 

States, 91-92. 
Quackenbos. History of U. S., 127 — 
Labberton. Historical Atlas. 



10. References. 



The History of the United States. 



81 



LESSON X. 



Definition of — 

Their home and ancestors. 



1. 

2. 

3. Their general characteristics. 

4. 

5. 

6. Their relations to the English people 

7. 



Their religion and state of intelligence. 
Their occupations, manners, customs, &c. 



Their explorations f J.- ^^^^?; 
and discoveries I ^e^tory. 

m America. [ 4 Existing evidences of discoveries. 



8. References. - 



Myers. Mediaeval and Modern History, 118-119. 
Ridpath. History of the U. S., 15-17. 
Barnes. A Brief History of the U.S., 15. 
Barnes. A Brief History of France, 28-30. 
Armstrong. Primer of U. S. History, 5-7. 



LESSON XL 



fL 
2. 
3. 



His rank and nationality. 

His education and early training. 

His occupation during the early part of his life. 



< 

I- 

< 
CO 



His explorations and 
early discoveries. 



fl. Time. 

2. Territory. 

3. Noted voyages. 

4. Object. 

5. Results. 



His labors in the service of Spain. 
His contemporary explorers. 
His end, &c. 
Historical references. { ^«^^^^^- 



1. Time. 

2. Cause. 



82 



The Topical Method. 



ESSAY II. 



1. Defined. 

2. Why called Pilgrims. 

ri. Time. 

3. Their origin.] I gi-- 

[4. History of the origin. 

4. The nature of their teachings as compared with the 

teachings and practices of the English church, the 
Catholics and the Puritans. 

5. Their general characteristics. 

6. How regarded and treated by the English govern- 

ment and church, the Catholics and the Puritans. 

7. Noted events connected with their history. 

8. Their notions of government, individual liberty, &c. 

9. Their influence upon the institutions of the United 

States. 

' Nina Moore. Pilgrims and Puritans. 
Green. History of the English People, Vol. 

Ill, 168-171, 234— 
George Bancroft. History of the United States 

of America, Vol. T, 203-255. 
Leonard Bacon. The Genesis of the New Eng- 
land Churches, 73, 186, 216, 228-357. 
Barclay. The Inner Life of the Religious So- 
cieties of the Commonwealth, 61, 97, 121 — 
Edward Eggleston. A History of the United 

States and its People, 34-44. 
R. H. Labberton. New Historical Atlas. 
Whipple. Webster's Great Speeches. — The 
First Settlement of New England, 25-54. 
Doyle. English Colonies in America, Vol. I, 

11-81. 
Lodge. A Short History of the English Colo- 
t nies in America, 341-342. 



10. References. 




The History of the United States. 



83 



LESSON XII. 



n. 

2. 

3. 



Time to 

Class 



. . I Class. 

Ancestry. I ^^^iQj^ality. 

His education and early occupation. 



His explorations 
and discoveries. 



I'l. Territory and time. 

2. Object. 

3. Noted voyages. 

4. In whose service employed. 

5. Results. 



His political and religious notions. 
His motives and leading characteristics. 
His death, burial place, &c. 

The value of his efforts to the English government. 
The relations of the English and Spanish governments 
during the greater part of his active life. 



i|6. 



LESSON XIII. 



Time about 1550 to 1611. 
Nationality and parentage. 

His education and early occupation. 

{1st. voyage. 
2nd. " 
3rd. " 

2. Leading object. 

3. In whose service engaged.* 

4. Results. 



His explorations 
and discoveries. 



Condition of Holland dur- fl- Political, 
ing the time of his dis 



-^7. 



ri 

J 2. Religious. 
.13. Industrial, &c. 
CO veries in America. [4, Commercial. 

His leading characteristics. 
His death, burial place, &c. 



8. References. 



Myers. Mediseval and Modern History. 439. 
Ridpath. History of the United States, 48— 
Thalheimer. Eclectic History of the U. S., 65. 
Lossing. Cyclopaedia of U. S. History. 
American Cyclopaedia. 
Bancroft. History of the U. S., Vol. I, 25-29. 
Eggleston. A History of the United States and 
its People, 45-46. 

"i^lland having become practically independent in 1602 begins to send oy< 
trading expeditions to India and America. 



84 The Topical Method. 



LESSON XIV. 

1. Time 1579 to 1631. 

2. His class and nationality. 

3. Why so many by the name of Smith ? 

4. His education and early employments. 

5. His occupation and adventures in the earlier part of 

his life. 



f 1. Time 1607 to 
_ , 2. Territory. 

— I 6. His e;xplorations | 3. In whose service 
5 I and discoveries ^ 

I- I in America. 



4. Noted events, 

5. His attitude towards the Indians. 

6. His motives. 

7. Results. 



7. His religion and leading characteristics. 

8. His relations to Jamestown colony. 

9. His relations to New England. 



CO 



LESSON XV. 

1, When founded. 

2. Geographical position.!^; Natural advantages. 

{1. Nationality. 
2. Motives. 
3. Religion. 

{1. Nationalty. 
2. Characteristics. 
3. Motives. 
4. Religious notions. 

5. Nature of the government under first charter. 

6. Defects in the original purposes and plans of the 

colony. 

7. Interesting events connected with the early history 

of the colony. 

Boyle. English Colonies in America. Vol. I, 
111, 126, 134, 138, 154, 166, 185. 

Lodge. A short History of the English Col- 
onies in America, 2-3, 5, 7. See index. 

8. References. \ Ridpath. History of the U. S., 43, 51, 58, 61, 
66. 

Barnes. A Brief History of the U. S. 46-53. 
Johnston. A History of the U. S. 43-46. 
I, Labberton. Historical Atlas, Plate LX. 



History of the United States. 



85 



LESSON XVI. 



fl. False industries. 

1. industrial life, j 2. Productive industries. 

( 3. Laws of trade, &c. 

2. Social life. | i Manners and customs. 

1 2. Classes, &c. 

3. Political | 1. Parties. 

life. ( 2. The Assembly, system of representation, &c. 

4. Religious notions | 1. The principal church. 

and practices. ( 2. Religious persecutions. 



r 



5. Calamitous J 
events. 



1. Indian Wars. 1 



Disease and 
famine. 



I 
12. 



'1. Time. 

2. Causes. 

3. Events. 

4. Effects. 



6. Changes in the 
plans and 
purposes 
the Colony. 



3. Other calamitous events 

r 



the 2. 



ofi 



Charter to f Time. 

2 Charter. \ Cause. 
Charter to f Time. 

3 Charter. \ Cause, 
i Time. 



Changes in 
government. \ 

(3.C.toR.G.,Caase. 
Changes in the nature and purposes of 
the Colonists. 



LESSON XVII. 



1. Time to 1677. 



4. As Governor 
of Virginia. 



His rank, nationality, &c. 

His education and early associations. 

1 Time / lst.-1642 to 1652. 

1. lime. 1 2d.— 1660 to 1677. 

2. His position with reference to political 
liberty. — Illustrate, 

3. His position as to leligious liberty. 

4. His treatment of the Indians. — Illustrate. 

5. His position with reference to slavery. 

6. His notions in regard to public schools. 
^ 7. His relations to Bacon's rebellion. 

His relations to the settlement and government of 
the Carolinas. 

' Doyle. English colonies in America, Vol. I, 
207, 222, 228, 236, 251, 257, 329— 

Lodge. A short History of the English colo- 
nies in America, 15, 16, 20-23. 

Lossing. Cyclopaedia of U. S. History. 

Bancroft. History of the XJ. S. See index, 
Vol. VI. 



6. References. ■{ 



86 The Topical Method. 

LESSON XVIII. 

1. When founded. 

2. Geographical position. {1; fertfTadvantages. 



{1. Nationality 
2. Religion. 

f 1. Nationality. 



g 13. Motives. 



o 



" 4. Colonists I 2. Characteristics 



^ ■ * 1 3. Religious notions. 

' 4. Motives. 



5. Nature of gov- j ^ S^^e^o? holding property. 

eminent. U. Franchise. 

6. Attitude towards the Indians. 

7. Noted events during i ^^^^^ y^^^- 

^ , , T ^ i Second year, 

first three years. | ^hird year. 



LESSON XIX. 

1. When founded. 

2. Geographical position.!^; ^Z^f^a^'^^ges. 

(1. Nationalitv. 

3. Proprietors. 4 2. Religious notions. 

(.3. Motives. 

{1. Nationality. 
2. Characteristics. 
3. Motives. 
4. Religious notions. 

(1. Departments. 

5. Nature of government, j 2. Relations of, to the church. 

i 3. Basis of franchise. 

ri. Numbers. 

6. Growth and j 2. Industries, {^'^^l' 



prosperity. 3 ,jy^^,t^ 

[4. Education, &c. 
Relations of this colony to the religious persecutions 
in Massachusetts. 

f Lodge. A Short History of the English Colonies 
I in America, 342-346. 

Barnes. A Brief History of the U. S., 56. 

Thalheimer. Eclectic History of the U. S., 53-55. 

Eggleston. A Historv of the United States and 
its People, 39— 

Johnston. A History of the U. S., 27— 



References. 



History of the United States. 



87 



ESSAY III. 



f 1. Date 



1. 



His 

time. 



to fl. Power of parlia- 

ment, political 
parties, &e. 
f 1. During the J 2. Churches, divis- 
ions,beliefs,&c. 



2. Condition of 
England. 



earlj^ part 
of his life. 



2. At the death 
of Charles I. 



fl 



I 

His parentage, education 
and early training. 



At the death 
of Cromwell. 



State of political 
and religious 
liberty. 
Moral stand- 
ing and influ- 
ence of the 
crown and its 
court. 

2. Keligious sta- 

tus. 

3. Foreign rela- 

tions and in- 
fluence. 
I.Financial and 
industrial. 

2. Moral and 

social. 

3. Foreign rela- 

tions, influ- 
ence, &c. 



3. Incidents and events showing his characteristics and 

tendencies in early life. 

4. His occupation prior to the beginning of his public 
life. 



„. J 1. Size and general character, discipline. &c. 

His army. | 2. General characteristics of his soldiers. 

His religious notions and his attitude towards the 

different religious bodies in England. 
The influence of his course and efforts upon the 
colonies of America. 

Lossing. Harper's Cyclopaedia of United States 

History, Vol. I, 348. 
Macaulay. The History of England, Vol. 1, 114- 

134. 
Myers. Mediseval and Modern History, 517-52. 
Barnes. General History, 500-505. 
References.^ Lancaster. A Manual of English History, 196— 
Montgomery. The Leading Facts of English 

History, 241, 248, 250, 252, 254. 
Green. History of the English People, Vol. Ill, 
24, 175, 210,229, 230. See index Vol. IV. 
i?ww«.' History of England. See index Vol. VI. 
H. W. Herbert. Life of Cromwell. 
•• It is his glory, that he made the name of Englishmen as much apttssport 
and a safeguard to its hearer, the world over, as ever had been the style of 
Roman citizen.^' 



The Topical Method. 



LESSON XX. 



tn 



ri. Time to 

2. The persecutors. { \ ?heir e— e™t^.s.^^^ 

f r 1. Baptists. 

1. Classes. \ 2. Liberalists. 

3. The persecuted. \ (.3. Quakers. 

I 2. Their leading characteristics and gen- 
t eral bearing in the colony. 

4. Causes. \\^^^^,, 

5. Noted events. 



6. Laws enacted touch 

ing freedom of- 
worship. 

7. The results. 



f None but church members 
. po-. J allowed to vote. 

^ ^ ^^^ levied to support the 



church. 
1656 — A law against the Quakers. 



( Brooks Adams. The Emancipation of Massa- 
chusetts, 45-178. 
I Sewel Historv of the people called Quakers, 
I Part I, 224, 290-300. 

o. Keierences. J j)Qyi^_^ English colonies in America, Vol. II, 
98, 102, 109—. 
Lodge. A Short History of the English Colo- 
nies in America, 347-349, 354. 
t Barnes. A Brief History of the U. S., 56-57. 



LESSON XXI. 



1. Time to 

2. Ancestry. { ^: g^ttnality. 

3. His education, religious notions, &c. 

i-vTi.j i.-i,-Tr \ Banished from Massachusetts, 

4. Noted events m his life, j -j^^^^^ ' 

{1. As related to the peace and safety of Mass. 
2. As related to the state of R. I. 
3. As related to the Baptist church in America. 

6. His intercourse with the Indians. 

7. His death, burial place, &c. 

8. His motives and leading characteristics. 

^9. Collateral reading. | Spintaal^ Manifestation by J. G. 



The History of the United States. 



89 



LESSON XXII. 



Shape and position. 

f 1. Surface. 
Physical I 2, Soil, 
features. I 3. CUmate. 

4. Natural resources. 

r 



3. Settlement of 



1. Colonies. 



{i 



2. Colonists. 



2 

3 

1. Number. 



1. Location. 

Time of founding. 
Leading persons. 



2 Characteristics. 



3. Motives. 
^4. Government. 



A rr^^ r~i^ ^ ( ^' Wheu and bv whom obtained. 
4. The Charter. J o. its nature. 

[ 3. Events connected with its history. 
[ 5. Its relations to Massachusetts. 



LESSON XXIII. 



fl. Shape and position. 

fl. Surface. 
2. Physicalfeatures. j I cUmate. 

4. Natural resources. 



CO 



1. Colonies, j 



3. Settlement. - 



2. Colonists. 



1. Location. 

2. Soil. 

3. Leading persons. 
' 1. Characteristics. 

2. Notions in regard to political 
and religious liberty, rela- 
tions of church to the State, 
&c. 



3. Motives. 
[4. Government. 



4. The Charter. 



1. When and by whom obtained. 

2. Its nature. 



f Lodge. A Short History of the English Col- 

I onies in America, 385-396. 

I Scott. School History of the U. S. 78-80. 
5. References. ^ Bldpath. History of the U. S., 127— 

Barnes. A Brief History of the U. S., 64. — 
Johnston. A History of the U. S., 35-36. 

^ Whittier. A Spiritual Manifestation. 

" The wilding 'Sweet-hrier of his prayers 
Is croivned with cultured roses.^^ 



90 



The Topical Method. 



LESSON XXIV. 



1. Shape and position 

2. Physical features. 



r 1. Surface 



li 



2. Soil. 
Climate. 
Natural resources. 



3. Settlement. ^ 



1. Settle- 
ments. 



2. Early settlers. 



3. Govern- 
ment. 



' 1. Trading j Places. 

posts. I Time of establishment. 

2. First permanent I Time 
settlement. | Place of. 

{Definition, 
Condition of settlement 
Ownership. 

1. Nationality. 

2. Characteristics. 
Under the Dutch. 
Under the English. 
Some of the Gov- f 1. Dutch. 

ernors with in- 
cidents showing < 
their character- \ 
istics. [2. English. 

Attitude towards early settlers of Massachusetts and 

Connecticut. 
Attitude towards the Indians. 

Attitude towards education and democratic forms of 
government* 

As related to the commercial interests of the United 
States. 

[Ridpath. History of the United States, 103-119. 
Lodge. A short History of the English Colo- 
nies in America, 285, 312. See index. 
Barnes. A Brief History of the United States, 

65-68. 
Thalheimer. Eclectic History of the United 

States, 65— 
Bancroft. History of the United States of 

America. See index Vol. VI. 
Armstrong. Primer of United States History, 

23— 
Scott. Harper's School History of United 

States, 90-98 
Quackenhos. History of the United States, 76- 

79, 95-101. 
Taylor. Model School History, 50-52. 
Hildreth. The History of the United States, 

Vol. 1, 186-149. 
Lassing. Harper's Cyclopaedia of United States 

History. 

•James II (King of England from 16S5 to 1689) forbade the printing press 
and legislative assemblies. 



8. References. 



The History of the United States. 



91 



LESSON XXV. 



f 1. Date to 



1. 



f 1. As to religious divis- 
I ions. 

\ o rA j-i- f -c^ 1 1 2. As to church form- 
His time, -i 2. Condition of England ^ ^^-^ religious lib- 
during his early life. ^ erty, &c. 

, As to morals, man- 
ners and customs. 

His parentage, education and early associations. 
Incidents showing his tendencies and characteristics 
in early life. 

His relations to fl- ^^^''^^^^^ 
the coloniza- 3- pj'X'^'- 
tion of Amer- 1 , -^. . .- , . • f Time, 
ica. L ^- ^'^ ^'''^ *^ America. | p^^^pose. 

His political and religious notions — illustrated by in- 
cidents ofhis life. 

r _, ^, . . . r 1. Time. 

1. Their origin. | ^ circumstances. 

2. Their religious notions and practices. 

3. Their general characteristics. 

4. How regarded and treated by other reli- 
gious denominations in Penn's time. 



6. The Quakers. - 



LESSON XXVL 



3. Settlement. ^ 



1. Shape and position. 
ri. Surface. 

2. Soil. 

2. Physical features. 1 3. Climate. 
[ 4. Natural advantages. 

1. First English f 1. In East Jersey, 
colony. \ 2. In West Jersey. 

2. Proprie- ( 1. Before division, .y Tprspv 
tors. 12. After division. | ^'^/^"^^^^^^ 

!1. Political and religious no- 
tions. 
2. Leading characteristics. 
^ ^ 4. f 1. Before division. 

4. Government. | ^ ^f^^^. (jivigjon.t 

4. Its relations to New York. 

Ti J- • • ^,.+^ T?nc.+ fl. The division line. 

Its divisions into ii^ast 1 ^ ^^^^^ 

Jersey and West Jersey. [3; ^.^g- 

[6. Parts united. {2; causae. 

♦Called New Jersey in honor of Carteret who had heen governor of Jersey 
Island in the English channel. * t^ 1 _„«^ 

tl685, James II. appointed Andros governor from Maine to Delaware.. 



b. 



92 



The Topical Method. 



LESSON XXVII. 



n. 



Position and phys 
ical features. 



2. The grant. 



3. Settlement. 



( 1. Of Pennsylvania. 
( 2. Of Delaware. 
' 1. Proprietor or grantee. 

2. Grantor. \ l' ^^ Pennsylvania. 

j 2. Of Delaware. 

3. Amount paid 

4. Time and \ 1. 

purpose. ] 2. 

1. Time. 

{1. Nationality. 

2. Characteristics. 

3. Religious notions 

3. Government. 



Time. 
Purpose. 



Before the division. 
After the division. 



Their relations to each other. 
Their division. 



{i 



Time. 
Cause. 
Results. 



Attitude of Penn and the early settlers towards the 
Indians. 

Attitude of Penn and his followers toward the settlers 
of New England and Virginia. 

8. Relations of Pennsylvania, New Jersey and Dela- 
ware to the institutions, peace and prosperity of 
the United States. 

' Lodge. A Short History of the English Colo- 
nies in America, 211-213, 215, 227— 

Johnston. A History of the United States, 
62-65. 

Thalheimer. Eclectic History of the United 
States, 70-72. 

Bancroft. History of the United States of 
America, Vol. II, 107-136. 
9. References. \ Butler. Pictorial History of the United Stat es, 
52-56. 

Hale. History of the United States, Vol. I, 
149-162. 

Scott. Harper's School History of the United 
States, 101-105. 

Lassing. Cvclopasdia of United States History. 

Ridpaih. History of the United States, 139-143. 

Barnes. A Brief History of the United States, 
69-72. 



Ivnllfoiind a free colony for all mankind. — William Penn. 

The Cavaliers from Virginia and the Puritans from New England met in 
the city of Brotherly Love and formed a government for the commingled 
nationalities and creeds of the world. 



The History of the United States. 



9^ 



ESSAY IV. 



(f> 



The time of his reign to years. 

His i^arentage, education and early training. 

f fl. PoUtical. 

1. At the beginning j 2. Financial. 
I of his reign. 1 3. Moral. 

[4. Industrial. 

2. At the close off J- ^^^^fi^^- 
his reign. 1 2- Moral. 



fl. 

9 



3. Condition of 
England. 



Industrial. 

4. The general character of his court. 

5. Noted events and governmental acts during his reign. 

6. His religious notions, leading motives and character- 
istics. 

7. His attitude towards the different churches 
land. 

8. His influence upon the manners and customs of 
England. 

^ J 9. His contemporaries. 



in Eng- 



10. His attitude towards the J 
colonies in America. 1 2. 



11. References. 



His interest in the colo- 
nies -charters granted, &c. 
His disposition of their 
territory. 

207- 



Lancaster. A manual of English History 
218. 

Macaulay. The History of England, Vol. I, 
159-162. 

Myers. Mediaeval and Modern History, 530 — 

Barnes. General History, 506 — 

Montgomery. The Leading Facts of English 
History, 257-269. 

Green. History of the English People, Vol. 
Ill, 264. See index in Vol. IV. 

Macaulay. Essavs, Vol. Ill, 376. 

Hume. History of England, Vol. V, 517. Vol. 
VI, 1 — 

Lossing. Harper's Cyclopagdia of U. S. His- 
tory, Vol. I, 225. 

American Cyclopaedia. 

Chambers's Library of Universal Knowledge. 

Lippincott's Pronouncing Biographical Dic- 
tionary. 



In the rule of Cromwell the current of history was effected by the well 
directed efforts of a strong character. In that of Charles II. by the wreck- 
less acts of an aimless profligate. Both advanced the cause of liberty: one 
through purpose, the other by accident. 



94 The Tropical Method. 



LESSON XXVIII. 

'1. Shape and position. 

( 1. Surface. 



2. Physical features. 1 2. Climate. 
-^ (3. Natural 



resources. 



■^ ' 1 2. Religious notions. 

I 2. First Colo- fl. St. Mary's 11;Ti--^^^ 



3. Settlement. ] '''^'' jg -I J* 

il. Nationality. 
2. Motives. 
Religion and characteristics. 
[4. Government. 

4. The attitude of the settlers toward the settlers of 

Jamestown Colony. 

5. Treatment of the Indians. 

{1. Causes. 
2. Noted events. 
3. Result. 
7. Conflict between the Protest- ( 1- Time. 
[ ants and Catholics. \ 2. Final result. 



LESSON XXIX. 



CQ 



ri. Date fl. Nature of the government. 

^ ^. J 12, Classes of society. 

1. lime.i 2. Condition of] 3. Political parties. 

[ A^irginia. | 4. Laws bearing upon religious 
[ liberty. 

2. Parties to. 

3. Causes. 

4. Events. 

5. Results. 



* 1 6. The end of Bacon and his followers. 



CO 



7. References. 



Eggleston. History of the U. S. and Its People, 
157-158. 

Barnes. Brief History of the U. S., 51-52. 

Ridpath. History of the U. S., 70-71, 150. 

Lodge. A Short History of the English Colo- 
nies in America, 20-22. 

Doyle. English Colonies in America, Vol. I, 
245-248 250-253 

Hildreth. History of 'the U. S., Vol. T, 531-547, 
L 548— 



The History of the United States. 



95 



LESSON XXX. 



fiC J 

< 



1. Grants. 



1. Raleigh's 

grant. 

2. Grant by Charles II. 



1. Time, extent, &c. 

2. By whom granted. 

1. Time, extent, &c.. 

2. Grantees. 



Attempt at set- 
tlement under 
Raleigh's grant" 



1. Time 1584 to 

2. Place of landing, settlement, &c. 

f 1. His nationality. 

3. The proprie- J 2. His political and 
j religious notions, 
[ purposes, &c. 

1. Their nationality. 

2. Their political and re- 
ligious notions. 

3. Their purposes. 



tor. 



4. The colo- 
nists. 



Early perma- 
nent settle- 
ments. 



L 5. The result. 



Albemarl or 
northern 
colony. 



Carteret or 
southern 
colony. 



pur- 



1. Location. 

2. When founded, 

pose, &c. 

f 1. As to politi- 
j cal and re- 
I ligious no- 

3. Colo- -{ tions. 

nists. I 2. As to char- 
I acteristics. 
[3. Motives, &c. 
. Location. 
. When founded. 
Proprietors. 



4. Colonists. 



4. Time and nature of the government f 1- Time. 

under the lords proprietors. ( 2. Nature. 

5. Separation into North Caro- ( 1. Time. 

lina and South Carolina. ( 2. Causes. 

Williamson. The History of North Carolina, 
Vol. I, 25-66, 82, 83, 88, 104, 120, 139, 158, 
219. Vol. II, 1-27, 233-246. 

Barnes. A Brief History of theU. S., 74-76. 

Doyle. English Colonies in America, Vol. I, 
56-74, 328-380. 

Haivks. History of North Carolina, Vol. I, 69- 
141, 192-212, 232-2e54. Vol. II, 68, 142- 

6. References. \ 170, 335, 372, 583-591. 
Wheder. Historical Sketches of North Caro- 
lina, Vol. I, 24, 28, 29-42. 

Bancroft. History of the United States of 

America, Vol. I, 509. 
Eggleston. A History of the United States and 
■ Its People, 53-54. 
L Moore. History of N. C. Vol. I, 4-10, 13, 52. 



^Subject matter tor two lessons. 



96 The Topical Method. 



LESSON XXXI. 



fl. Surface. 
1. Physical features. -{ 3; Climate 



4. Natural resources. 



5^ 



f 1. Time to 

j ri. National ties. 

I I 2, Different churches reprefe'ented 

I 2. Settlers. ■{ 3. General characteristics. 

2. Settlement. ] I 4. Motives _ 

I [ 5. Political notions. 

1 3. As related to Bacon's Rebellion and the re- 
I ligious persecutions of Massachusetts and 
[ Virginia. 

3. Under the royal governors. 

4. Relations to the Declaration of Independence and 

the first struggles for American freedom. 

f Hawks. History of N. C, Vol. II, 68-103. 
Wheeler. Historical Sketches of North Caro- 
lina, Vol. I, 42-60, 69. Vol. II, 255, 268. 
WiUiamso7i. The History of North Carolina 
Vol. II, 31,67-84, 120, 157. 
^ T^ r i Bancroft. History of U. S. of America. 

o. Keterences. j caruthrrs. Life of Caldwell, 56, 84-92. 
I Lossing. Cyclopaedia c»f U. S. History 
Moore. History of N. C, Vol. 1, 18-14, 187-193. 
Vass. History of the Presbyterian Church in 

New Berne, 9-37. 
Ridpaih. History of the United States, 149-151 



LESSON XXXII. 



< 



QC 



ri. Tlie original shape and position. 

{Surface. 
Soil. 
Products. 

^ rViornP+Pr nf r 1- ^^ ^^ religious and political notions. 
6. L^naracier 01 \ ^ ^^ ^^ general habits. 

'• I 3. Natio 



< j the settlers. [3^ Nationalities.* 

4. Nature of government after its separation from North 
Carolina. 

5. Difficulties with the Spanish, j^^^^g^^g 

6. Difficulties with the Indians. { g^^^J^; 

♦The Huguenot, Scotch Presbyterian, English Dissenter, German Lutheran, 
Irish and Dutch, 



History op the United States. 



97 



LESSON XXXIII. 



n. Position, natural resources, &c. 
2. The grant. 



CD J 

OC 1 



1. Time. 

2. Grantor. 

3. Grantee. 

4. Nature and object. 



3. 



4. 



5. 



Settle 
ment, 



1. Time. 

2. Proprietors. 

3. Settlements — time and place. 
1. Nationalities. 

Settlers. ■{ 2. Characteristics. 

Political and religious notions. 



- 3. Settlements- 
[4. Settlers. J 2." 

Is. 



Govern- 
ment. 



{;: 



Kind. 

Laws in regard to 



1. Temperance. 

2. Slavery. 

3. Division and inheritance 
L of land. 



Growth and 
prosperity. 



1. Early industries. 

2. Social life. 

3. Religious life — Geo. 

Wesley. 



Whitfield and Jno. 



6. References. 



' Lodge. A Short History of the English Colo- 
nies in America, 187-191. 

Johnston. A History of the U. S., 54-55. 

Barnes. A Brief History of the U. S., 76. 

Taylor. Model School History, 60-61. 

Eggleston. A History of the U. S. and Its 
people, 62-66. 

Scott. Harper's School History of the U. S., 
116-118. 

Lossing. Harper's Cyclopaedia of TJ. S. History. 

Eidpath, History of the U. S., 156-160. 

Quackenbos. History of the U. S., 148-152. 



LESSON XXXIV. 



2 f 1. Position, physical features, &c. 



S.r»rm r^ j. ± n fl- When obtained. 

f 2. The Grant to Gorges j 2. Extent. 

g I and Mason. ] 3. As related to the territory of 

^ J L Massachusetts. 

1. Colonies. , Tvr„4.,-^„„iu , 

2. Colonists. \ Nationality 
\ Characteristics, &c. 



3. Settlement. 



4. Division into territories 
Maine and New 



itoriesof 1 2 Gausses 

r Hampshire. 1 3: Lfnfof divisi 



division. 



98 The Topical Method. 



LESSON XXXV. 



fl. The original territory of each colony. 



OS o 






2. The principal harbors, rivers, &c. known to the 
colonists. 



3. The important places of settlement with the date of 

_ settlement. 

CO C3 

*^ — A J)r.^r^^^r,^^nt^^ J ^^^^ CouYi. Histoncal Geography of the United 

_ ^^4. Keieiences.j g^^^^^^ 



*The map may be made as the class proceeds in the study of each colony or left 
till this time and here introduced as a review exercise. 



LESSON XXXVI. 



f 1. Time, 1689 to 1697—8 years. 

1. King William's 2. Causes. 

War I f ^- ^^°^^- 

^^ ^'^' ^ 3. The treaty of peace. ] 2. Time. 



I 13. Place. 

[4. Results. 

fl. Time, 1702 to 1713—11 years. 

2. Queen Anne's J 2. Causes. 

wr^y. 3. The treaty of peace. 

^^^^' [4. Results. 

r 1. Time, 1744 to 1748—4 years. 

3. King George's War. j J The treaty of peace. 

[4. Results. 

'1. Time from beginning of 1st, 1689, to close 

of the 3rd, years. 

2. Common causes. 

4. Summary. ] 3. Parties engaged, nature of the wars, &c. 

{1. As to territorial and 
other gains. 
2. As to losses. 

' Eggleston. A History of the United States and 

Its People, 122-128. 
Barnes. A Brief History of the U. S., 77-80. 

5. References. \ Scott. Harper's School History of U. S., 68-71. 

Thalheimer. Eclectic History of the U. S., 97-101 
I Quackenbos. History of TJ. S., 134, 147, 152. 
[ [Labberton. Historical Atlas. 



The History of the United States. 



99 



ESSAY V. 



if 



r 1. Government. { ^ f ^^^^ ,, ,^^ ,^^^^ ^^^ 



2. Industries. 



3. Money, wages, &c. 



fl. Caste, slavery, &c. ] fl. New 

2. Morals,compliments, &c | | England 

Manners and '^' Church going. Church 

■{ discipline, &c. 
4. Mode of travel, inns, &c. 

I 5. Holidays, festivals, &c. 

t6. Dress. 



Customs. 



2. Middle 
J Colonies. 

3. Southern 

Colonies. 



Education, schools 
printing, &c. 



■li 



J I 



In the New England colonies. 
In the Middle Colonies. 
In the Southern Colonies. 



6. 



Historical 
References. 



" Mc Master^ s History of the People of the 

United States. See index Vol. 1, Vol. II. 
Barnes. A Brief History of the United 

States, 91-97. 144-145. 
Taylor. Mod^l School History, 63-74, 83-95. 
Rawk. History of N. C, Vol. II, 572-582. 
Eggleston. A History of the United States 

and Its People, 91-113. 
/. H. Trumbull The True-Blue Laws of 

Connecticut. 
Lodge. A Short History of the English 

Colonies in America, 259-261. 
Jolinstoyi. A History of the U. S., 56— 
Doyle. English Colonies in America, Vol. I, 

381-391. Vol. Ill, 377-404. 
Scott. Harper's School History of the United 

States, 106-111. 
Thalheimer. Eclectic History of the United 

States, 109-118. 



"Igive these hooks for founding a college in Connecticut.'^ — 1700. 

I thank God there ure no free schools nor printing-presses here, and I hope 
we shall not have them these hundred years. — Gm). Berkeley. 



100 



The Topical Method. 



LESSON XXXVII. 



1. Time 1754 to 1763—9 years. 

2 nironTYicitflnppt? / ^- dumber of English colonies. 

Z. l^ircumstances. | g. Relative claims of English and French. 

3. Why called French and Indian war? 

4. Parties engaged. 



5. Causes. \ ^ 



Indirect. 
Direct. 



6. 



The[five object- 
ive points. 



1. FortDu- 
quesne 



2. Louisburg 
and Acadia 



1. Position and why an im- 
portant point. 

2. "When and by what Eng- 
lish general taken. 

1. Position, and why an 
important point. 

2. When and by what 
L English general taken 

{1. Position, import- 
ance of, &c. 
2. When and by 
whom taken. 
A iMion-ovo /I. Position, importance of,&c. 
4. iMagara. ^ ^ When and by whom taken. 

{1. Position. 
2. Capture by / Time 
Wolfe. \ Events. 



7. Results. - 



' 1. Changes in territorial possessions. 

^1. As to spirit of unity and 
co-operation. 
Effects upon the 2. As to their strength and 
^„i — :„„ i faith in themselves. 

3. As to confidence in Eng- 
land. 



colonies. 



3. 



Financial, {gi-. 



Eggleston. A History of the U. S. and Its Peo- 
ple, 129-147. 
Barnes. A Brief History of the U. S., 81-91. 
8. References. \ Armstrong. Primer of IJ. S. History, 30-37. 

Labberton. Historical Atlas — Plates LXIII and 
LXIV. 
L Taylor. Model School History, 74-82. 



The History of the United States. 



101 



LESSON XXXVIII. 



ri. 

2. 
3. 

4. 

5. 



Time , bom in Boston , died in Phila- 
delphia 

His parentage. 

His education, early occupation and associations, &c. 

Incidents showing his characteristics and tendencies 
in early life. 

fl. His influence upon public 
. sentiment. 

His part m the struggle | 2. His labors and influence as a 
for American inde- i member of the Continental 



pendence. 



congress. 
3. His influence upon foreign 
eourts. 



6 

7. His relations to our mail system 



His labors and influence in the constitutional con- 
vention. 



LESSON XXXIX. 



1. Remote 

causes. 



P' 



The natural characteristics and religious and 
political notions of the colonists. 



2. Direct 
causes. 



1. Constant. 



1. The aggravating influence of 
royal governors in most of the 



cojomes. 
* 



Acts and doings 
of the English 
government. 



1. The Stamp act, 1765. 

2.* 

3 

4 

5 



3. References. 



> f Eggleston. A History of the U. S. and Its Peo~ 

g pie, 161-166. 

Johnston. A History of the U. S., 82-90. 

Barnes. A Brief History of the U. S., 101-105. 

Armstrong. Primer of TJ. S. History, 37-39. 
t Taylor. Model School History, 95-103. 

♦Let each member of the class prepare in neat form, a classification after the 
ahove model ; filling: out the subject-matter which properly comes under each 
brace. 



102 



The Topical Method. 



LESSON XL. 



5 = 



2? 



1. Political. - 



= a. 



1. The first colo 

nial congress 

2. The first con- 

tinental con 

gress. 



1. Time and place of meeting. 

2. Colonies represented. 

3. Acts. 

{1. Time and place of meeting. 
2. Colonies represented. 
3. Acts. 



1 



The second (1. Time and place of meeting, 
continental -j 2. Colonies represented, 
congress. (.3. Acts. 



2. Military. 



' 1. Enlistment of soldiers. 



2. The beginning battle. 



f 1. Time and place. 
■ 2. Events. 
3. Efi'ects on the peo- 
ple of the colonies. 



LESSON XLL 



1. Time, place and duration of Battle. 

2. Leading generals. {|; ^Jftish.""" 



CO 



Circumstances be- 
fore the battle. 



1. The position of the different divis- 

ions of the American army. 

2. The condition and general spirit of 

the American army. 

3. The general condition and senti- 

ment of the people of the several 
colonies. 

4. The attitude of foreign powers to- 

wards the colonies. 

5. Efforts of congress to secure for- 

eign aid and recognition. 



4. Events of the battle. 

5. Effects 



1. Upon the American army. 

2. Upon congress and the people. 

3. Upon foreign governments. 



6. References. 



Johnston. A History of the U. S., 111-113. 
Barnes. A Brief History of th e U. S. 125— 
Creasy. Fifteen Decisive Battles, 367-393. 
Irving and Fisk. Washington and his Country, 
316-325, 339-340. 



History of the United States. 



103 



LESSON XLII. 



< 

11 



1. Time, duration, &c. 

2. Position of the principal divisions of the British forces. 

3. Condition of the American army, position of the 

principal divisions, &c. 

4. Movements of Washington prior to marching to 

Yorktown. 

5. Parties and their generals engaged in the seige. 

f 1. Time. 
2. Place, scene, &c. 

6. The surrender.^ '^' Nature. ^^^ y^^^ ^^^ ^^^^j^ ^^ ^^^ 
1 i^^^^i-c \ colonies. 
4. Effects. -I 2. Upon England. 

1 3. Upon the war. 



" Past two o'clock and Cornwallis is laken." 



LESSON XLIIL 



1. The treaty f 1- Time and place, 
of peace. ( 2. Nature or terms of. 



The condition of 
the colonies. 



1. As to Territory. 

2. As to Finance. 

3. As to Industries 

4. As to Gov- f 1- Kind 

ernment, 



i: 



&c. 
Defects. 
Foreign relations. 



departments. 



3. Historical Ref- 
erences. 



Bancroft,. History of the Constitution. 

Alden's Science of Government. 

Barnes. A Brief Aistory of U. S., 142. 

Thaleeimer. Eclectic History of the tJ. S. 
1 181. 

I Quackenbos. History of the U. S., 304-306. 
I Thorpe. The Government of the People 
L oftheU.S., 64-67. 



We are one nation to-day, and tldrteen to-morrow. — Washington. 



104 



The Topical Method. 



ESSAY VI. 



a> 



1. His time. 



1. Date to 

f 1. As to government. 

2. Important changes j 2. As to liberty. 

in the colonies ^ 3. As to industries, edu- 
during his life. I cation and social 

i customs. 



2. His parentage, education, early employment, associa- 
tions and tendencies. 



3. His public W'll 
labors. ( 3] Hi 



1. Time to 

Different offices filled. 
is influence. 



4. His relations to the declaration of independence. 

5. His relations to the federal constitution. 

. . , ri. As to states rights. 

0. His political J 2. As to internal improvements, 

notions. 1 3. As to religious liberty. 

[4. As to the institution of slavery. 

7. His interest in education — university of Virginia, &c. 

8. His relations to the territorial possessions of the 

United States. 

9. His position on the temperance question. 

10. His contemporaries. 

11. His leading motives and characteristics. 

12. His death, burial place, &c. 

McMaster. History of the People of the U. S. 

See index. 
Cutler. Life and Journals of Manasseh Cutler. 

Vol. I, 347-348. Vol. II, 44, 54, 411. 
Lossing. Harper's Cyclopaedia of IT. S. History. 
Johnston. A History of the U. S., 166-173. 

13. References. J f «'-',f •. ^ S^ief History of the U. S 155-159. 
Thalheimer. Eclectic History of the U. S., 

204-205. 

Bancroft. History of the U. S. of America. 
See index Vol. VI. 

Taylor. Model School History, 156-169. 

Lippincott's Pronouncing Biographical Dic- 
tionary. 



The History of the United States. 



105 



> 
o 

< 
cc 



LESSON XLIV. 



1. The constitution 



■c 



Its adoption. 



Nature of the 
government. 



Where, when and by whom framed. 

1. By congress. 

2. By the people. 
Departments. 

Expenses — how met? 
How different from the Confederate 
government ? 



Went into operation — when ? 

f Bancroft. History of the Constitution of U. S. 
Alden. Science of Government. 
Johnston. A History of the U. S., 140-143. 
Macy. Our Government, 164-185. 
4. References. ] Barms. A Brief History of the U. S., 142-143. 
ButUr. Pictorial History of the U. S., 156-158. 
Movjry. Studies in Civif Government, 57 — 
Alden. Science of Government. 
[ Taylor. Model School History, 134-138. 



# 



Sj 



(/> 



LESSON XLV. 



Time. 



1. Number of terms. 

2. Date to 



His election. 



1. Time. 

2. Candidates, parties. &c. 



His mauguration. ] 2 piace, scene of inauguration, &c. 



Condition of 
the country. 



At beginning of 
administration, 



The first cabinet. 
Important events 



(1. Financial, 
j 2. Unorganized condi- 
tion ofthegovern- 
! ment. 

3. Foreign relations. 

4. Hostile Indians and 
other home ene- 
mies. 

1. Financial. 

2. Home opposition. 

3. Foreign relations. 

1. Appointment. 

2. Members. 

1. As relating to domestic affairs. 

2. As relating to foreign affairs. 



At close of ad 
ministration 



Election of new president — political parties — leading 
issue, &c. 

f Eggleston. A History of the U. S. and Its Peo- 
ple, 213-218. 
J Johnston. A History of the U. S., 148-160. 
1 Irving and Fiskc Washington and His Coun- 

I try, 499-513. 

L Taylor. Model School History, 138-150. 



References. 



106 The Topical Method. 



LESSON XLVI. 

n. Time to 

2. The abilities, characteristics and previous political 
life of the President. 



3. Members of the President's cabinet. 

4. The President's political notions. 
< 5. The Alien and f J- Explanation of the laws. 
' Sedition laws. 1 1 g^ of " ^"^ ' enactment. 

P ^7^ ' r 1- Attitude of France and England toward each 
D. r oreign i o^tier and toward the United States. 

anairs. ] 2. Tlie embassy sent to France, its treatment, 

I &c. ' 

[7. Causes leading to defeat of Adams for second term. 
Millions for defence hut not one cent for Iribate.'' — Plnckney 



LESSON XLVIL 



1. Time to , years. 

2. Parties engaged. 

^ rancipc! \ ^' I^emote. 

6. L^auses. -^ 2. Direct. 



4. Battles. \ 



5. Results. 



n Ht. 1ot./i J Time and place. 
1. First I ^- ^^ ^^^^- \ Events and results, 

battle. I 2 On watpr i '^^^^^ ^"^^ P^^^^" 

LZ. Un water, -j Events, results, &c. 

T*.^ A^ n r\^ „ +^ i Time and place. 

cilive" I "1 ^^'^"t^' ^'^^^1^^' ^^- 

u \-4-i 1 o rk 1 A < Time and place, 
battle. 1 2. On land. ^ ^^^^^^^ ^^^^^^^^ ^^ 

1 rrn 4. ^. ' e i 1- Time and place. 
1. The treaty of peace, j ^ j^^ture. 



f 1, Losses. 
I 2. 



I 2. Other results. \ 2. Gains. 

t L 3. Moral and political. 

6. The relations of the two political parties to the war. 

Eggleston. A History of the U. S. and Its Peo- 
ple, 240-250. 
Barnes. A Brief History of the U. S., 160-164, 
171. 

8. References. \ Irving and Fishe. Washington and his Coun- 
try, 528-535. 
Scott. Harper's School History of the U. S., 
253-265 
L Taylor. Model School History, 170-174. 

We have met the enemy and they are ours." 



The History of the United States. 



107 



LESSON XLVIII. 



# 



< 

CC I 

I- 



1. Time to , terms. 

2. By what party elected, chief issue of election, &c. 

3. The Missouri f J- Causes and circumstances. 

ri . ^ 2. Terms of 

Compromise. [3 Its author. 

4. Growth and pros- ( 1- Territorial additions. 

perity of the ^ 2. States admitted, 
country. (^3. Inventions and industries. 

5. Important f 1. LaFayette's visit. 

events. ( 2 

6. The Monroe Doctrine. 

7. Parties and issues toward the close of the adminis- 

tration. 



" We owe it to candor and to the amicable relations existing between the 
United States and those great European Powers, to declare that we should 
consider any attempt on their part to extend their system to any portion of this 
hemisphere as dangerous to our peace and safety." 



LESSON XLIX. 






ri. Time 



to 



term. 



2. Abilities, characteristics, education and previous ex- 

periences of the President. 

3. The chief issues. 

States admitted. 

Financial prosperity. 

Internal improvements. 

Modes of travel and transportation. 

Industries. ] |j>X 

5. Influences causing the defeat of his party at the close 
of first term. 



1 

2, 

4. The growth of j 3, 
the country. 1 4, 

I 5, 



6. References. 



Eidpath. History of the United States, 268. 
Quackenbos. History of the U. S., 397-401. 
Barnes. A Brief History of the U. S., 174. 
Eggleston. History of the United States and 

Its Poeople, 265-266. 
Lossing. Cyclopaedia of United States History. 
Johnston. History of the United States. 
Taylor. Model School History, 
i. Scott. Harper's School History of the U. S. 



108 The Topical Method. 



LESSON L. 



CO 



'1. Time to , terms. 

2. His party and political notions. 

CI. Einancial— United States bank, &c. 

3. His policy, i 2. As to changes in office — party patronage. 
1 3. As to the doctrine of nullification. 

Time. 
1. The Black Hawk War. i 2. Causes. 

Result. 



4. Indian 
troubles. 



■Is 



2. War with the Seminoles. I ^ Result 



5. Foreign affairs — difficulties with France. 
cp \ 6. Growth and prosperity 1 1. States admitted. 
"~ ' of the country. ( 2. Speculations. 



7. Characteristics, education and early life of the Presi- 
dent. 
8 The influence of f ■^- I^P^n the prosperity of the country, 
• his administration, j | gP- p^l^tf ^^tronage. 

(Barnes. A Brief History of the U. S., 175-179. 
I Lossing. Outhne History of the U. S., 285-289. 
Q Rpfprpncps J Johnston. History of the U. S., 214-232. 
J. neierences. ^ ^^^^^^;^_ History of the U. S., 270-274. 

Eggleston. A History of the U. S. and Its Peo- 
L L pie, 266-269. 



LESSON LI. 



(/i 



CO I 

z 

fiQ 



'1. Eighth President— 1837-1841, one term. 

2. His party and on what issue elected. 

3. The Vice-President — how elected. 

{1. Causes. 
2. Nature. 
3. Eesults. 

fl. Time. 
1. The Patriot] 2. Causes. 
War. ) 3. Parties. 

L 4. As related to the U. S. 
9 The North past f ^- Location. 
I - "^ Bo^darr' 1 2- How, when and by whom 

6. Causes leading to the defeat of the democratic party 

at close of the term. 

7. History, characteristics and subsequent political no- 

tions of the President. 



5. Foreign 
affairs 



History of the United States. 



109 



ESSAY VII. 



1. Introduction, f l' Jime, places and incidents. 

I 2. Circumstances favoring its introduction, 



r 1. Its friends and opponents 
Growth. ] 2. Influences favoring its pi 



mining its locality. 



prosperity and deter- 



Its infl 
ence. 



"-{2: 



fl- 



4. Its aboli- 
tion. 



^ 5. Results 
of its abo- 
lition. 



Upon labor and the industries of the country. 
Upon society — education, caste and social cus- 
toms. 



Early discussions and attitude of political 

parties. 
Abolition in Northern States. 
Compromises, laws, fl. Importation of slaves 



judicial decisions 
and events relatinc 
to the institution,-^ 
ri. Time. 
Its final J 2. Means 
abolition. 1 and 

I methods 



Time. 

Causes. 

Nature. 



Social. 
Industrial. 
Moral. 
Political. 



forbidden— 1808. 

2. Slave trader By whom, 
declared pi- -I Circum- 
racy in 1820. ( stances. 

3. Mo. com- 
promise. 

4. Admission of Texas. 

5. Wilmont proviso. 

6. Mexican war. 

7. Omnibus bill. 

8. Kan. and Neb. bill. 

9. KansaH troubles. 

, 10. Dred Scott decision. 



(Barnes. A Brief History of the U. S., 50, 172, 
193, 196-198, 242. 

Bancroft. Historv of the U. S. of America. See 
index Vol. VI. 

Johnston. History of the U. S. See index. 

Ridpath. History of the U, S., 63, 158, 266, 291 
296, 304, 320. 

^ _, „ Lossing. Harper's Cyclopsedia of U. S. History. 

6. References. \ Thalheimer. Eclectic History of the U. S. See 
index. 

McMaster. History of the People of the U. S. 
See index. 

Lodge. A Short History of the English Colo- 
nies in America. See index. 

Doyle. English Colonies in America. 

Eggleston. A History of the U. S. and Its Peo- 
ple. See index. 



Nothing is more certainly written in the Book of Fate, than that this 
people shall be free. — Thomas Jefferson. 



110 The Topical Method. 



LESSON LII. 

1 TimP /!• Harrison. 

1. lime. 1 2. Tyler. 

2. Their party and on what issue elected. 

3. Harrison's characteristics, influence, presidential 

campaign, &c. 

4. Growth and pros- J 1; I^^^H^^t^,,,, 

perity oi tn ej 3 jj^|-gj.i-,g^| i^^pj-Qy^j-^jents. 
country. [ 4. Financial— United States bank. 



^ \ (1. Time. 

"^ ^ r 1. Dorr's rebellion. < 2. Causes. 

3. Results. 



5. Doniestic J ri. Where occurred, 

difticulties. ^- Anti-rent j ^ Causes and events. 
[ troubles. 1 3^ How settled. 

n xp^vAio-n fl- The annexation of Texas. 

D. i^orei^n 1 .^ Location. 

aiiairs. j^2. North-west boundary. ^ 2. How, when and by 

{_ whom settled ? 

7. Causes leading to the defeat of the whig party at 
the close of one term. 



LESSON LIIL 



1. Time to 

2. Causes. 

f 1. The political party in power. 

3. Circumstances. J 2. The attitude of the two political par- 



Important 
events. 



ties in regard to the war. 

1. The Battle of fl. Time and place. 

Buena Vista. J 2. Leading generals. 
1 3. Events. 
[4. Results. 

2. Other noted events. 



5. Leading United States generals engaged. 

6. The Treaty of ( 1. Time and place. . 

Peace. ( 2. Terms. 

f Barnes. A Brief History of the U. S., 185-190. 
I Lossing. Outline History of the U. S., 298-305. 

7. References. ] Eidpdth. History of the U. S 

Eggleston. A History of the United States and 
[ Its People, 278-287. 



The History of the United States. 



Ill 



LESSON LIV. 



4. Settlement. 



O "1 



p ... r 1. As to parallell 36° 30^— Missouri compromise, 
rosition. ^ 2. As accessible to settlers. 

Physical features. 

When and how obtained by the United States. 

1. Causes of its rapid settlement. 

2. Incidents and adventures connected with 
its early settlement. 

{1. Nationality. 
2. Characteristics. 
3. Object. 

1. Time — in whose administration ad- 
mitted. 

2. Party feeling and a hot debat in con- 
gress. 

3. Conditions of admission — Omnibuss 
Bill. 

f 1. Industries. 
-] 2. Products. 
t3. Schools. 



Admission as a 
State. 



6. Growth and prosperity. 



LESSON LV. 



1. Term of life 

2 



(1. W 

^2. CI 
1 3. Ct 



Parentage, as to social religious 
and political standing. 



and associations. 



Webster to 

Clay to 

Calhoun to 

1. Webster. 

2. Clay. 

3. Calhoun. 

Education, early emplcvment Q- Webster. 

[3. Calhoun. 

1. Webster. 

2. Clay. 

3. Calhoun. 

1. Webster. 

2. Clay. 

3. Calhoun. 

1. Webster, 
the institution of slavery. 1 g' (jamoun. 
Their abilities and characteristics. 



Their political notions. 



Their homes and 
home occupations. 

Their positions in regard to 



8. References. 



Barnes. A Brief History of the IT. S., 172, 173, 
176, 184, 192, 193. 

Johnston. History of the U. S., 227-228. 

Lossing. Harper's Cyclopsedia of U. S. History. 

Losslng. Eminent Americans. 

Eggleston. A History of the U. S. and Its Peo- 
ple, 267-269. 



112 The Topical Method. 



LESSON LVL 



CO 



U) 



'1. Time — 1853 to 1857 — fourteenth president. 

2. Parties and issues at the time of Piece's election. 

f 1. Circumstances leading to its intro- 

3. The Kansas and I ^ duction 

Nebraska bill ^ ^' Mature of the bill. 
i^eorasKa om. , 3^ its originator. 

[4. Its effects. 



fl. Time and place. 
12. 



Causes. 
^ J 4. Border J 3. Parties engaged. 



warfare. 1 '*• Nature and events of the war. 

5. Efiects upon the political sentiments of the 
t country. 

^ TV.<^ anrlcrlAn ( ^- Causes leading to the purchase. 
D. ine LraasaenJ2 Territory obtained, 
purchase, j 3, cost. ' 

6. Treaty with f 1. When and by whom negotiat.-d. 

Japan. ( 2. Advantages gained to the United States. 

7 Prpc!irlpnfial plpotinn { ^- Issues and parties. 
1^/. rresiaentiai election, j 2. Successful party. 



LESSON LVII. 



'1. Political notions of the President and upon what 
issue elected. 

ri. Circumstances. 
2. The Dred Scott J 2. Its nature and construction 
decision. 1 3- ^y whom given. 

[4. Results. 

f 1. When and by whom passed. 
3 The fugitive I 2- Its nature and construction. 

slave law ^ ^' Pi^culties in the way of its enforcement. 
I 4. Incidents and adventures in connection 
t with efforts to enforce it. 

f 1. Definition. 

4. "The underground rail- \ 2- The routes. 

road " \^' Operation and operators. 

I 4, Its influence upon the politi- 
L cal sentiment of the country. 

5. " Personal liberty " f \ S^^P^^?^^ ..,. , 

T .11 -^ \2. Their influence . upon jjolitical 

"1^^^- [ sentiment. 

(K Tr^l.r. "R^^^T^r^ S ^' Hls life and adventures in Kansas, 
b. John J3iown.i2. His raid. 

7. Growth and prosperity j 1. States admitted, 
of the country. ( 2. Industries. 

8 Presidential ^^' I^isintegiation of parties, 
o. rrebiaeniiai , ^ r^^^ .g^^^ 

election. [3. The vote. 



The History of the United States. 



113 



LESSON LVIII. 



n. 

1 2. 
I 3. 

4. 

5. 
16. 

7. 



9. 
10. 

11, 



Time and place of birth. 

His parents, early home, home associations, &c. 

His education and early employment. 

His legal education — circumstances and incidents of. 

His political notions and first political achievements. 

His nomination and election to the presidency. 

His journey to the capital — incidents of. 

jl. Time to 

His administration. -[ 2. His policy and cabinet. 
( 3. Incidents and events of. 

Some of the most important acts and events of his life. 

His death I ^* "^^^"^^j pl^ce and circumstances. 
* \ 2. Results of, his grave, &c. 

r Lossing. Eminent Americans. 
"R^fovovnoo J -^oss"'5'- Harper's Cyclopaedia of U.S. History, 
• ^eieiences. S Century Magazine, Vol. XXXII, 861— ' 
[ Bariies. History of the U. S., 197, 215, 242, 275. 



LESSON LIX. 



fiC 

< 
o 



1. Time to'. 



Parties en- 
gaged. 

Causes. 



As to population f 1. The North, 
and resources. \ 2. The South. 
1 2. As to other advantages f 1. The North. 
L or disadvantages. \ 2. The South. 

1. Remote. 

2. Direct. 



6. Results. 



Attitude of the political parties toward the war 
The Emancipation ( 1. When and by whom issued 
Proclamation. ( 2. Its nature and purpose. 

1 T?ir,or.nUi 5 1- In the North. 

1. Fmancial. J ^ j^ ^^^ g^^^j^ 

2. Moral. 

3. Political. ]l:gange:^5X^ti^ 

4. Social Changes. ]1; J" the Nort,. 

5. Industrial changes. 

f Ridpath. History of the U. S., 303-306. 
Eggleston. A History of the U. 

References. J - P«?P'«' ='«''-3?6> 35p-_3_56 



S. and Its 
316- 



Scott. Harper's School History of U. S 
I 320, 382-384. 
[ Barnes. A Brief History of the United States 



114 



The Topical Method. 



LESSON LX. 



fl. 
2. 



CO 



Parentage, education and early life of the President. 
Circumstances and incidents which placed Johnson 
in the office of president. 

f 1. President Johnson's policy. 
Reconstruction. -| 2. The policy of congress. 
1 3. The method persued. 

The thirteenth amendment. { ^ "^.^tl^e^^nd^^Z^oS^^' 

The fourteenth amendment. { ]' ^atrelTpurpose. 

by whom pur- 

Foreign 
affairs. 



1. Purchase of 

Alaska. 

2. Treaty with 

China. 



8. 



Growth and pros- 
perity of the 
country. 



1. When and 
chased. 

2. Price paid. 

1. Time and by whom negoti- 
ated. 

2. Nature and purpose. 

r 1. New states admitted. 

fl. To whose energy due. 
2. Length and location. 
3. Attempts and failures. 
4. Success secured. 



LESSON LXL 



fl. 
2. 



Life and leading characteristics of Grant. 
Grant's Indian policy. 1 1' ^l 



H- 

52 

z 

si 

o 
< 



Growth and pros- 
perity of the 
country. 



Its nature, 
success. 

1. The route, &c. 

2. Time and incidents 
1. The pacific J of its construction. 

railroad. 13. Its influence upon 
trade and emigra- 
tion, &c. 
The revival of trade. 



L3. Railroad panic. {^ ^'^^^^^ 
The fifteenth amendment. { ^; ^a^^^e^"^^^^^"^' 
The Alabama Claims. 



1. Circumstances and nature of. 

2. How settled. 



Grant's election to f 1- Parties and issues. 

the second term. ( 2. The vote. 
The Centennial exhibition 

Parties. 
Issues. 



1. 

2. 

Presidential election at close of 
second term. 



Time and place. 
Nature and success. 



{;; 



History op the United States. 



115 



LESSON LXII. 



z 



T3 

'B 

a" 
o 



(1. Extent, shape and position. 

{1. Shape, extent and position. 
2. How, when and from whom obtained 
3. Cost. 

Second part.- J J" g^*^^^ l""^ position. 

T.oniqiann 1 ^' ^^ow, when and from whom obtained, 
i^omsiana. ( 3 ^^^^ 

Thirdpart-JJ- g^^^^<^?;^^P«?t;^^- ^ , . , 

Florida 1 2- How, when and from whom obtained, 
i^loriaa. I 3^ (,^g^^ 

1. Extent and position. 

2. How, when and from whom obtained. 

3. Cost. 

1. Extent and position. 

2. How, when and from whom obtained. 

3. Cost. 

1. Extent and position. 

2. How, wlien and from whom obtained. 

3. Cost. 
1. How, when and from whom obtained. 

, 2. Cost. 
{ Rid path. History of the U.S., 227, 242 
I 281, 288, 295, 341, 346. 

References. \ Mac Conn's Historical Geography of the U. S. 
1 Lossing. Harper's Cyclopoedia of U. S. His- 
[ tory. See Oregon. 



Fourth part. — 
Texas. 

Fifth part.— 
California. 

Sixth part. — 
Gadsden 
purchase. 

Seventh part- 
Alaska 



LESSON LXin. 



1. Name. 



1: 



ig— American or Know-Nothing 



Federalist— Whig- 
— Eepublican. 

Anti-federalist— Republican— Democrat 
Time. 
Causes. 



fl. 

Origin, i 2. vyauccB. , -, t^ . 

1.3. First prominent leaders. I l' Federalist, &c. 
n^i P , , . . . , , 12. Anti-federahst, 

ihe toundation principles j 1. Federalist, &c. 

of each party. { 2. Anti-federalist, &c. 

The issues defended by each f 1. 

party respectively. | 2. 

The presidents of each party 



&c. 



Federalist, &c. 

Anti-federalist, &c. 
1. Federalist, &c. 
- V 2. Anti-federalist, &c. 
The present issues between the parties. 

^Barnes. History of the U. S., 143, 153, 155, 159 
171, 173, 174, 178, 180, 184, 191, 193, 195 
197, 290, 293, 299. 
Lossing. Outline History of the U. S.. 231 243 
247,285,292,319. 

^ Cyclopaedia of U. S. History, Vol. I 
36, 380, 471. Vol. H, 1199. See American 
Party, Democratic Convention, Federalist 
and Republican. 



7. References. 



116 



The Topical Method. 



LESSON LXIV. 



Mode of travel at the time of its introduction. 

f 1. Where, when and bv whom built? 
The first steam R. ,L --. ^ . f !• Pescription of. 



Si 



3. 



R. in the U. S 



2. The first train, 



\^ 



Growth ofR. R. 
Companies and 
systems. 



1. 



Inventions and 
improvements. 



3. Leading R. R. 



4. Influence of 



L 
ri.c 

2.C 

is.c 



Speed, capacity, 
&c. 
3. How regarded by the pubUc. 

Influences ( 1. pubUc grants, 
favoring. ( 2. Commercial influences 
fl. Construction of 
roads. 

2. Cars, sleepers, &c. 

3. Provisions fore 
safety. 

men. 

Time and incidents 

of its completion. 

The Central I 2. Length, location,&c. 

Pacific R.R. 

I tory. 

On traffic, location and growth of cities, &c. 
On the development of the country. 
On thought, customs, prejudices, &c. 



]'■ 



I. Organiza- 
3. Its his- < tion of Co. 
I 2. Grants, &c. 



LESSON LXV. 



Iniroduc- 
tion. 



The first line 
in the U. S. ] 

I 2. History 
L of. 
The first tele- 
gram, by whom 
sent, &c. 



1. Where, when andbv whom 
built. 

1. Circumstances 
and incidents. 



Efforts of the 
inventor, &c. 

National ap- 
proriation,&c. 



fl. Location, extention, description of, &c. 
I 2. ~ ■ ■ 



, _. Originator and layer of. 
The Atlantic J 3. History of— plans, efforts, failures and 
Cable. 1 achievements. 

4. When completed the first message, &c. 

5. Its use and influence. 



The telegraphic sys- f ^' 
tem at present. | * 

Influence of. 



Extent of wires, uses, &c. 
The improved methods of sending 
and receiving. 



5. Ref. 



H. A Smith. One Hundred Famous Americans, 16-22. 
Thalheimer. Eclectic History of the U. S., 250, 347. 
Eggleston. History of the U. S. and Its People, 273-274. 
Johnsoon. Historv of the U. S., 243, 244, 406. 
L Taylor. Model School History, 218-220, 241, 271-272. 



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INDEX, 



OUTLINES OF HISTORY. 



Alexander, the Great, 34. 

Alexandria, 35 

Alaric, 45, 

Alfred the Great, 51. 

Angles, 51. 

Armada, defeat of 58. 

Asshur-banipal, 24. 

Arc, Joan of 54. 

Athens, 31. 

Augustus Caesar, 41. 

Babel, tower of 22. 

Babylon, 24. 

Bartholemew's day, Massacre, 61 

Belshazzer, feast of 26. 

Britain. Conquest of by the Angles 
and Saxons, 51. 

Caesar, Julius, 39. 

Caesar, Augustus, 41. 

Captivity of the Jews, 25. 

Cambyses, 28. 

Carthage, 35. 

Cato, the Censor, 38. 

Charlemagne, 48. 

Chivalry, 49. 

Children's Crusade, 50. 

Charles I., of Spain, V., of Ger- 
many, 57. 

Clovis, 47. 

Columbus, Christopher, 55. 

Colosseum, 43. 

Constantine the Great, 44. 

Crusades, 49. 

Cromwell, Oliver, 64. 

Cyrus the Great, 27. 

Eu}:>4irates river, 21. 

Egypt, civilization of 27. 

England, conquest of 52. 

Elizabeth, Queen, 60. 

Feudalism, 47. 

Ferdinand, 55. 

Frederick William, I., 66. 

Fredersck, II., the Great, 67. 

French Revolution, 65. 

Francis, I., of France, 57. 

Gama, Vasco da, 56. 



Greec , Geography of 29. 

Grece, Games of 30. 

Greece, civilization of 33. 

Gregory,!., Pope, 45. 

Gustavus Adolphus, 63. 

Hannibal, 36. 

Henry, VIII., 57. 

Hundred Years War, 52. 

Italy, 36. 

Isabella of Castile, 55. 

Inquisition, 61. 

Jerusalem, 25. 

Jerusalem, Siege of 40. 

James, I. of England, 62. 

Joan of Arc, 54. 

Leyden, siege of 62. 

Luther, Martin, 53. 

Louis, XIV., of France, 64. 

Marius, 38. 

Mohammed, 46. 

Massacre of St. Bartholemew, 61. 

Navigation, 69. 

Nantes, Edict of 64. 

Napoleon Bonaparte, 68. 

Netherlands, 60. 

Nebuchadnezzar, dream of 26. 

Nineveh, 23. 

Nile, valley of 28. 

Normandy, 50. 

Normans," 52. 

Olympic Games, 30. 

Orange, William of 59. 

Pericles, 32. 

Peloponesian War, 34, 

Peter the Great, 66. 

Plebeians, 37. 

Pompey the Great, 39. 

Printing, art of 54. 

Pyramids of Egypt, 23. 

Railroads, 69. 

Revolution in France, 65. 

Richelieu, Cardinal, 53. 

Rome, 37. 

Saxons, 51. 

Sparta, 30. 



120 



Index. 



Steam Navigation, 69. 
Steam, Railroads, 69. 
Tetzel, 58. 
Tigris River, 22. 
Theodocius the Great, 44. 
Tours, battle of 48. 



Triumvirate, first, 41. 
Vespasian, 43. 
William of Orange, 59. 
Washington, George, 67. 
Xerxes, 29. 



HISTORY OF THE UNITED STATES. 



Adams, John,administration of 106 

Adams, John Q., adminstration 
of 107. 

Bacon's Rebellion, 94. 

Berkley, Sir William, 85.1 

Cabot, Sebastian, 81. 

Cartier, James, 79. 

Carolina, 95. 

Calhoun, John C, 111. 

Champlain, Samuel de, 80. 

California, 111. 

Charles, IL, of England, 93 

Clay, Henry, 111. 

Columbus, Christopher, 77. 

Cortez, 78. 

Connecticut, 89. 

Colonial Civilization, 99. 

Cromwell, Oliver, 87. 

Delaware, 92. 

Democratic party, 115. 

Drake, Sir Francis, 83. 

Franklin, Benjamin, 101. 

Federal Government, 105. 

Federalist, 115. 

Georgia, 97. 

Grant, TJ. S., administration of 114. 

Hudson, Henry, 83. 

Harrison, William Henry, admin- 
istration of 110. 

Jamestown Colony, 84-85. 

Jackson, administration of 108. 

Jefferson, Thomas, 104. 

Johnson, Andrew, administration 
of 114. 

Kansas and Nebraska Bill, 109. 

Lincoln, Abraham, 113. 

Marquett, James, 80. , 

Massachusetts-Bay Colony, 86-88. 

Maryland, 94. 

Maine, 97. 

Monroe, James, administration 
of 107. 



Mexican War, 110. 
Missouri Compromise, 109. 
New York, 90. 
New Jersey, 91. 
New Hampshire, 97 
North America, 75 
Norsemen, 81. 
North Carolina, 96. 
Omnibus Bill, 109. 
Penn, William, 91. 
Pennsylvania, 92. 
Pizarro, Francisco, 78. 
Pilgrim Fathers, 82. 
Plymouth Colony, 86. 
Railroads, 116. 
Red Men, 76. 
Religious Persecutions, 89. 
Republican party, 115. 
Rhode Island, 89. 
Slavery in the United States, 109. 
Smith, Capt. John, 84. 
Soto Ferdinand De, 79. 
South Carolina, 96. 
Telegraph,U16. 
Territorial growth, 115. 
Tyler's Administration, 110. 
United States, 76. 
Van Buren's Administration, 108. 
Williams, Roger, 88. 
War, King William's, 98. 
War, Queen Anne's, 98. 
War, King George's, 98. 
War, French and Indian, 100. 
War, Revolutionary, 101, 102, 103. 
War of 1812, 106. 
War with Mexico, 110. 
War, Civil, 113. 

Washington, George, administra- 
tion of, 105. 
Webster, Daniel, 111. 
Whig party, 115. 



i 



